An evaluation of modality preference using a 'Morse Code' recall task

Hansen, Louise, and Cottrell, David (2012) An evaluation of modality preference using a 'Morse Code' recall task. Journal of Experimental Education, 81 (1). pp. 123-137.

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Advocates of modality preference posit that individuals have a dominant sense and that when new material is presented in this preferred modality learning is enhanced. Despite the widespread belief in this position there is little supporting evidence. The current study implemented a Morse code like recall task to examine whether visual and auditory recall is moderated by modality preference. When the perceptual discriminability of visual and auditory stimuli was controlled, there was no significant relationship between modality preference and visual and auditory recall. The nature of the recall task did however effect performance, when the task involved a temporal discrimination between the to be recalled items, recall for auditory stimuli was superior to that for visual stimuli. In contrast, when the task involved a spatial discrimination, the opposite effect was observed. Unsurprisingly, in each recall task, sequences with a discernible pattern were recalled more accurately than sequences that lacked any obvious pattern. It was concluded that the ability to recall simple material is determined more by the type of stimulus than the preferences of the individual.

Item ID: 19367
Item Type: Article (Research - C1)
ISSN: 0022-0973
Keywords: learning styles, modality preference, Morse code recall
Date Deposited: 28 Nov 2012 03:09
FoR Codes: 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 50%
17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1702 Cognitive Science > 170201 Computer Perception, Memory and Attention @ 50%
SEO Codes: 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930102 Learner and Learning Processes @ 50%
97 EXPANDING KNOWLEDGE > 970117 Expanding Knowledge in Psychology and Cognitive Sciences @ 50%
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