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The modality effect is a term used in experimental psychology, most often in the fields dealing with memory and learning, to refer to how learner performance depends on the presentation mode of studied items.
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]
According to the modality effect, echoic memory has an advantage over iconic memory. [12] Research has shown that the speech is more apt to objective interpretation than inputs to the visual system. This indicates that auditory information is first processed for its physical features, and then combined with visual information features.
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 ...
Cross-modal attention is considered to be the overlap between modalities that can both enhance and limit attentional processing. The most common example given of crossmodal attention is the Cocktail Party Effect, which is when a person is able to focus and attend to one important stimulus instead of other less important stimuli. This phenomenon ...
A short (non-inclusive) example comes from the study of Henry Molaison (H.M.): learning a simple motor task (tracing a star pattern in a mirror), which involves implicit and procedural long-term storage, is unaffected by bilateral lesioning of the hippocampal regions while other forms of long-term memory, like vocabulary learning (semantic) and ...
In this environment, nominations for Cabinet-level posts take longer and face more opposition than they once did. Consider how much longer it takes the Senate to finish confirming most of the high ...
Fast learning (i.e., within-first-session learning) and slow learning (i.e., between-session learning) involves different changes in the human adult brain. While the fast learning effects can only be retained for a short term of several days, the slow learning effects can be preserved for a long term over several months. [46]