Effects of modality and repetition in a continuous recognition memory task: Repetition has no effect on auditory recognition memory

Kassim, Azlina Amir; Rehman, Rehan; Price, Jessica

doi:10.1016/j.actpsy.2018.01.012

Cited by 12 publications

(9 citation statements)

References 44 publications

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“…Compared to visual memory, memory for auditory stimuli appears to be inferior (Cohen et al, 2009; see also Kassim et al, 2018); however, recent work from our group has demonstrated that information from both modalities interacts during the formation of long-term memory representations (Meyerhoff & Huff, 2016). In this study, the participants studied brief auditory, visual, or audio-visual tracks from movies.…”

Section: Auditory and Visual Information In Long-term Memorymentioning

confidence: 90%

Long-term memory representations for audio-visual scenes

et al. 2022

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In this study, we investigated the nature of long-term memory representations for naturalistic audio-visual scenes. Whereas previous research has shown that audio-visual scenes are recognized more accurately than their unimodal counterparts, it remains unclear whether this benefit stems from audio-visually integrated long-term memory representations or a summation of independent retrieval cues. We tested two predictions for audio-visually integrated memory representations. First, we used a modeling approach to test whether recognition performance for audio-visual scenes is more accurate than would be expected from independent retrieval cues. This analysis shows that audio-visual integration is not necessary to explain the benefit of audio-visual scenes relative to purely auditory or purely visual scenes. Second, we report a series of experiments investigating the occurrence of study-test congruency effects for unimodal and audio-visual scenes. Most importantly, visually encoded information was immune to additional auditory information presented during testing, whereas auditory encoded information was susceptible to additional visual information presented during testing. This renders a true integration of visual and auditory information in long-term memory representations unlikely. In sum, our results instead provide evidence for visual dominance in long-term memory. Whereas associative auditory information is capable of enhancing memory performance, the long-term memory representations appear to be primarily visual.

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Section: Auditory and Visual Information In Long-term Memorymentioning

confidence: 90%

Long-term memory representations for audio-visual scenes

et al. 2022

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“…Changes to neural oscillations can improve multi-tasking performance (Hsu et al, 2017) Basic Cognitive Science Research that generates causal models to explain a phenomenon of interest (Sussman et al, 2006) Repetition improves performance in visual and cross-modal, but not auditory, recognition tasks (Amir Kassim et al, 2018).…”

Section: Scholarly Teachingmentioning

confidence: 99%

Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms

Soicher¹,

Becker‐Blease²,

Bostwick³

2019

Preprint

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Finding better ways to implement effective teaching and learning strategies in higher education is urgently needed to increase retention rates, to increase measurable learning, and to close achievement gaps between historically disadvantaged and advantaged groups. Psychologists contribute to the science and art of teaching and learning in higher education under many flags, including cognitive psychology, science of learning, educational psychology, scholarship of teaching and learning in psychology, discipline-based educational research in psychology, design-based implementation research, and learning sciences. Productive, rigorous collaboration among researchers and instructors helps. However, translational and practice-based research alone have not closed the translation gap between the research lab and the college classroom. Fortunately, we can draw on the insights of decades of research on the analogous science-to-practice gap in medicine and public health. Health researchers now add to their toolbox of translational and practice-based research, the systematic study of the process of implementation in real work settings directly. In this article, we define implementation science for cognitive psychologists as well as educational psychologists, learning scientists, and others with an interest in use-inspired basic cognitive research, propose a novel model incorporating implementation science for translating cognitive science to classroom practice in higher education, and provide concrete recommendations for how use-inspired basic cognitive science researchers can better understand those factors that affect the uptake of their work with implementation science.

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“…Unlike conventional approaches, which basically target learners' performance and achievement, most recent studies have endeavored to employ neurocognitive tasks to get more reliable results. By virtue of this objective inspection, a few studies documented that repetition may have no effect (e.g., Amir Kassim et al, 2018) or even a negative effect (e.g., Peterson and Mulligan, 2012;Mulligan and Peterson, 2013) on human memory. As for one, Amir Kassim et al (2018) deduced that, unlike visual and a combination of auditory and visual repetitions, two auditory repetitions have no effect on the participants' recognition memory.…”

Section: Introductionmentioning

confidence: 99%

“…By virtue of this objective inspection, a few studies documented that repetition may have no effect (e.g., Amir Kassim et al, 2018) or even a negative effect (e.g., Peterson and Mulligan, 2012;Mulligan and Peterson, 2013) on human memory. As for one, Amir Kassim et al (2018) deduced that, unlike visual and a combination of auditory and visual repetitions, two auditory repetitions have no effect on the participants' recognition memory. Not only that, Peterson and Mulligan (2012) reported a negative repetition effect for the participants who went through a list of cue-target pairs twice compared to those who studied the pairs once only.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Repetition Following Multisensory Instruction Is Ineffective on L2 Sentence Comprehension: Evidence From the N400

et al. 2022

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Putting the principles of multisensory teaching into practice, this study investigated the effect of audio-visual vocabulary repetition on L2 sentence comprehension. Forty participants were randomly assigned to experimental and control groups. A sensory-based model of instruction (i.e., emotioncy) was used to teach a list of unfamiliar vocabularies to the two groups. Following the instruction, the experimental group repeated the instructed words twice, while the control group received no vocabulary repetition. Afterward, their electrophysiological neural activities were recorded through electroencephalography while doing a sentence acceptability judgment task with 216 sentences under acceptable (correct) and unacceptable (pragmatically violated) conditions. A one-way analysis of variance (ANOVA), a multivariate analysis of variance (MANOVA), and a Bayesian repeated-measures ANOVA were used to compare the behavioral and neurocognitive responses [N400 as the main language-related event-related brain potential (ERP) effect] of the two groups. The results showed no significant N400 amplitude difference in favor of any of the groups. The findings corroborated the ineffectiveness of two repetitions preceded by multisensory instruction on L2 sentence comprehension.

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Effects of modality and repetition in a continuous recognition memory task: Repetition has no effect on auditory recognition memory

Cited by 12 publications

References 44 publications

Long-term memory representations for audio-visual scenes

Long-term memory representations for audio-visual scenes

Adapting Implementation Science for Higher Education Research: The Systematic Study of Implementing Evidence-based Practices in College Classrooms

Vocabulary Repetition Following Multisensory Instruction Is Ineffective on L2 Sentence Comprehension: Evidence From the N400

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