The modality effect refers to the robust finding that memory performance differs for items presented aurally, as compared with visually. Whereas auditory presentation leads to stronger recency performance in immediate recall, visual presentation often produces better primacy performance (the inverse modality effect). To investigate and model these…

Despite identical learning experiences, individuals differ in the memory formed of those experiences. Molecular mechanisms that control the neurophysiological bases of long-term memory formation might control how precisely the memory formed reflects the actually perceived experience. Memory formed with sensory specificity determines its utility…

This study investigated the effects of multisensory memory strategies of pairing visual and aural learning strategies of aural lexical advance organizers (LAO) and read-alouds on 146 Korean high school students learning the meaning and pronunciation of 18 unfamiliar English words. In this quasi-experimental design, the control group learned the…

The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing…

This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less…

The purpose of this study was to investigate effects of music notation reinforcement on aural memory for melodies. Participants were 41 undergraduate and graduate music majors in a within-subjects design. Experimental trials tested melodic memory through a sequence of target melodies, distraction melodies, and matched and unmatched answer choices.…

Results of three studies involving Down syndrome students suggested that the auditory-visual recall difference evidenced by nonretarded but not by retarded Ss may have been due to the differential use of information in echoic memory. (Author)

Performance of mildly mentally retarded and nonretarded persons was compared in two experiments designed to identify processes of auditory sensory memory. A theoretical model was proposed to incorporate the current pattern of results. (Author)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)

Able mathematics students had better short-term memory than mathematics disabled students; they recalled best when information was presented aurally, while poorer math students recalled better with visual presentations. (JD)

This study evaluated the effect of sound-symbol association training on visual and phonological memory in children (n=24) with a history of dyslexia. Comparison with controls matched for either age or reading level found children with dyslexia or whose dyslexia had been compensated demonstrated a variety of visual and phonological memory deficits,…

The present experiment investigated memory attribute dominance in young children by measuring false recognition responses to associatively and acoustically related words. Second- and sixth-grade children, half of whom were high SES and half low SES, served as subjects. Following Underwood (1969), a shift from acoustic to associative memory…

Results indicated a significant difference between the 18 normal readers and the 36 learning-disabled readers on tasks matching auditory temporal to visual-spatial and auditory-temporal to visual-temporal but not on the visual-temporal to visual-spatial task. Results were interpreted in terms of learning-disabled readers being deficient in…

The study, involving 92 second and third graders with deficits in reading and auditory sequential memory (ASM), examined the possibility of improving ASM through training and the relationship between this training and reading ability. (Author/CL)

Reports a study which examined the effects of audio and visual approaches to rhythm reading and short-term retention in second and sixth grade students. Sixth graders learned the patterns twice as fast as younger children. Simultaneous use of both auditory and visual channels facilitates learning. (Author/AEM)