Echoic and Retrieval Accounts of the Long-Term Modality Effect Tested Using the Suffix Procedure

Huang, Shih-Tseng Tina; Glenberg, Arthur M.

doi:10.2307/1422285

Cited by 5 publications

(9 citation statements)

References 20 publications

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“…Later in the session, the disruption was much less severe. A similar conclusion (also using the distractor procedure) was reached by Huang and Glenberg (1985, Experiment 1). They compared recall of auditory items followed by a well-learned auditory suffix with a no-suffix control condition (rather than visual presentation).…”

Section: Discussionsupporting

confidence: 76%

“…These effects contrast with effects produced by nonredundant suffixes that cannot become well-learned. In Glenberg (1984, Experiment 5) and Huang and Glenberg (1985, Experiment 3), following auditory TBR items with a nonredundant suffix severely reduced recall. Thus familiarity with the suffix is one factor that can influence entry into a search set.…”

Section: Discussionmentioning

confidence: 92%

“…Suffix familiarity may interact with other variables such as temporal spacing of the suffix and TBR items. In Glenberg (1984) and Huang and Glenberg (1985) the suffixes were separated by distractor activity from the last TBR items. Balota and Engle (1981) used a standard paradigm in which the redundant suffix immediately followed the last TBR item.…”

Section: Extensions Of Distinctiveness Theorymentioning

confidence: 99%

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A temporal distinctiveness theory of recency and modality effects.

Glenberg¹,

Swanson²

1986

Journal of Experimental Psychology: Learning, Memory, and Cogni

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263

378

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A temporal distinctiveness theory of contextually cued retrieval from memory is presented and applied to recency and modality effects. According to this theory, one part of the mnemonic trace of an item is a representation of the item's time of presentation. Time of presentation may be encoded with a coarse grain (so that it is consistent with a wide range of times) or with a fine grain (so that it is consistent with a narrow range of times). Retrieval proceeds by constructing temporally defined search sets that include representations of items consistent with the temporal bounds of the search set. The temporal width of the search set increases as the retention interval increases. Recency effects arise from retrieval of recently presented items from narrow search sets that include representations of few items; within the context of the search set, these items are distinctive and recalled well. Superiority in recall of recently presented auditory information in comparison with recently presented visual information is attributed to differences in the grain of time of presentation representations for aurally (fine grain) and visually (coarse grain) presented information. Four experiments confirm qualitative and quantitative predictions of the theory, including the prediction of auditory superiority at the beginning of the list when the initial items are temporally distinct.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 92%

Section: Extensions Of Distinctiveness Theorymentioning

confidence: 99%

See 1 more Smart Citation

A temporal distinctiveness theory of recency and modality effects.

Glenberg¹,

Swanson²

1986

Journal of Experimental Psychology: Learning, Memory, and Cogni

Self Cite

263

378

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show abstract

“…Gardiner, Gregg, and Gardiner (1984) found a large long-term modality effect with backward recall, but Madigan (1971) found no modality effect with backward recall in the immediate recall task. Finally, although a suffix effect is found in the through-list distractor task (Glenberg, 1984), the effect differs somewhat from the suffix effect found in immediate recall (Huang & Glenberg, 1986).…”

Section: Modality Effects In Stm 409contrasting

confidence: 68%

Modality effects and the structure of short-term verbal memory

1989

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The effects of auditory and visual presentation upon short-term retention of verbal stimuli are reviewed, and a model of the structure of short-term memory is presented. The main assumption of the model is that verbal information presented to the auditory and visual modalities is processed in separate streams that have different properties and capabilities. Auditory items are automatically encoded in both the A (acoustic) code, which, in the absence of subsequent input, can be maintained for some time without deliberate allocation of attention, and a P (phonological) code. Visual items are retained in both the P code and a visual code. Within the auditory stream, successive items are strongly associated; in contrast, in the visual modality, it is simultaneously presented items that are strongly associated. These assumptions about the structure of shortterm verbal memory are shown to account for many of the observed effects of presentation modality. Penney (1975) reviewed the literature on the effects of presentation modality on short-term retention of verbal material and concluded that there were separate stores for auditorily and visually presented information. To emphasize the idea that active processing underlies retention in short-term memory, and to discourage the conceptualization of short-term memory as a warehouse of decaying information, Penney (1980) introduced the term separate processing streams to replace the notion of separate memory stores. Since publication of the review paper, additional work on modality effects has supported the hypothesis of modality separation in the processing of verbal material in short-term memory (the separate-streams hypothesis), and new findings have elucidated the nature of the separate processing streams. The present paper is a review of the literature on modality effects and related phenomena, with the goal of presenting an integrated account in terms of the different properties and capabilities of the separate processing streams. These processing streams are seen to reflect the inherent structure of short-term verbal memory, and not to represent strategic processes.In 1975, the term modality effect referred to the finding that, in short-term memory tasks, auditory presentation almost always resulted in higher recall than did visual presentation. This modality effect was found for the recency part of the serial position curve in immediate free recall and in serial recall, and the auditory superiority was also found in the Peterson distractor task, provided that I would like to thank Donald Broadbent, Robert Crowder, Susan Manning, Bennet Murdock, James Nairne, Lars-Goran Nilsson, Charles Thompson, and Michael Watkins for their helpful comments on earlier drafts of the paper. Reprint requests may be addressed to the author, Psychology Department, Memorial University of Newfoundland, St. John's, Newfoundland AlB 3X9, Canada. the distraction did not require a long period of vocalization. Overt vocalization of a visually presented list by the subject produced much the sa...

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“…However, they may cast doubt on several possible accounts. For example, Glenberg and his collaborators (Glenberg, 1984;Glenberg, Eberhardt, & Petersen, 1985;Glenberg & Swanson, 1986;Huang & Glenberg, 1986) have argued that terminal items on auditory lists are recalled through the use of temporal or contextual retrieval cues. Suffixes interfere with recall by overloading these cues; the suffix becomes associated with these cues, making them less effective in guiding retrieval of list items.…”

Section: Discussionmentioning

confidence: 99%

Stimulus suffix effects in recognition memory

Greene

1988

Memory & Cognition

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Echoic and Retrieval Accounts of the Long-Term Modality Effect Tested Using the Suffix Procedure

Cited by 5 publications

References 20 publications

A temporal distinctiveness theory of recency and modality effects.

A temporal distinctiveness theory of recency and modality effects.

Modality effects and the structure of short-term verbal memory

Stimulus suffix effects in recognition memory

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