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In short-term sentence recall studies, emphasis is placed on words in a distractor-word list when requesting information from the remembered sentence. This demonstrates the modality effect can be more than auditory or visual. [2] For serial recall, the modality effect is seen in an increased memory span for auditorally presented lists. Memory ...
In the 1990s, cognitive load theory was applied in several contexts. The empirical results from these studies led to the demonstration of several learning effects: the completion-problem effect; [11] modality effect; [12] [13] split-attention effect; [14] worked-example effect; [15] [16] and expertise reversal effect. [17]
The worked-example effect is a learning effect predicted by cognitive load theory. [ 1 ] [ full citation needed ] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [ 2 ] [ page needed ] and discovery learning.
A modality effect is present in chunking. That is, the mechanism used to convey the list of items to the individual affects how much "chunking" occurs. Experimentally, it has been found that auditory presentation results in a larger amount of grouping in the responses of individuals than visual presentation does. Previous literature, such as George Miller's The Magical Number Seven, Plus or ...
The figure on the left side of the image produces the split-attention effect, while the figure on the right enhances learning because it guides the learner's attention through the worked example. Unincorporated visual displays of information, such as the image above, can be distracting and confusing for the user, aside from producing the split ...
Some combinations of signs can be multi-modal, i.e. different types of signs grouped together for effect. But the distinction between a medium and a modality should be clarified: text is a medium for presenting the modality of natural language; image is both a medium and a modality; music is a modality for the auditory media.
In the context of human–computer interaction, a modality is the classification of a single independent channel of input/output between a computer and a human. Such channels may differ based on sensory nature (e.g., visual vs. auditory), [ 1 ] or other significant differences in processing (e.g., text vs. image). [ 2 ]
In classic formal approaches to linguistic modality, an utterance expressing modality is one that can always roughly be paraphrased to fit the following template: (3) According to [a set of rules, wishes, beliefs,...] it is [necessary, possible] that [the main proposition] is the case.