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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.
Modality effect: That memory recall is higher for the last items of a list when the list items were received via speech than when they were received through writing. Mood-congruent memory bias (state-dependent memory) The improved recall of information congruent with one's current mood. Negativity bias or Negativity effect
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.
A list of sign types would include: writing, symbol, index, image, map, graph, diagram, etc. 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;
It has become more than just reading and writing, and now includes visual, technological, and social uses among others. [31] Georgia Tech's writing and communication program created a definition of multimodality based on the acronym, WOVEN. [33] The acronym explains how communication can be written, oral, visual, electronic, and nonverbal.
The negative form would not + verb negates the main verb, but in the conditional and intentional mood in the first person the intentional modality may also be negated to indicate negative intention. will has a number of different uses involving tense, aspect, and modality: [5]: pp. 21, 47–48 [25]: pp. 86–97,
The subjunctive (also known as conjunctive in some languages) is a grammatical mood, a feature of an utterance that indicates the speaker's attitude toward it.Subjunctive forms of verbs are typically used to express various states of unreality such as wish, emotion, possibility, judgment, opinion, obligation, or action that has not yet occurred; the precise situations in which they are used ...
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.