Sound effects for children's temporal integration of fast‐paced television content

The Effects of Lecture Diversity on Germane Load

“…The relationships found between diversity of multimedia and germane load are supported by past research that not only provide theoretical support for, but also show evidence that both auditory and visual media increase student understanding of the content (Alwitt et al, 1980;Atkinson et al, 2005;Calvert & Gersh, 1987;Calvert & Scott, 1989;Day et al, 2006;Kim et al, 2011;Luzón & Letón, 2015;Mann, 1979;Mautone & Mayer, 2001;Moreno & Mayer, 1999;Salomon, 1994;Sweller & Chandler, 1994;van Gog et al, 2005;Wagley, 1978;Zhang, Zhou, Briggs, & Nunamaker, 2006). These papers support the notion that students learn better with multiple representations of content, enabling them to effectively integrate new information with previous knowledge, further increasing germane load (Baggett, 1984;Paivio, 1991;Schmidt-Weigand & Scheiter, 2011;Solomon, 1994;Verdi & Kulhavy, 2002).…”

“…Various studies have added empirical support to theoretical claims about the positive effects of delivery of auditory media, visual media, or a combination of both, (Alwitt et al, 1980;Atkinson, et al, 2005;Calvert & Gersh, 1987;Calvert & Scott, 1989;Day et al, 2006;Kim et al, 2011;Luzón & Letón, 2015;Mann, 1979;Moreno & Mayer, 1999;Mautone & Mayer, 2001;Salomon, 1994;Sweller & Chandler, 1994;Wagley, 1978;van Gog et al, 2005;Zhang et al, 2006). Research is inconsistent in regards to the effect of multimedia delivery on germane load, with some studies claiming that it can actually have a negative effect on processing the learning materials, and ultimately germane load (Chandler & Sweller, 1991;Kizilcec et al, 2015;Mayer, 2014;Mayer & Moreno, 2003;Rasch & Schnotz, 2009;Schnotz & Rasch, 2005;Sweller, 1999;Sweller et al, 1998).…”

“…Mautone and Mayer (2001) postulated that the signaling used in the instructor's speech may have contributed to a decrease in extraneous cognitive processing, therefore allowing them to better use what they learned to solve new problems. Finally, evidence points to the use of non-speech auditory media contributing to the learning process, as both sound effects and music have been shown to have a positive effect on learning and attention (Alwitt, Anderson, Lorch, & Levin, 1980;Calvert & Gersh, 1987;Calvert & Scott, 1989;Mann, 1979;Wagley, 1978).…”

Music interferes with learning from television during infancy

“…According to the sampling model of attention, during early childhood, attention increases in the presence of a perceptually salient formal feature such as a sound effect because it elicits a primitive orienting response, thereby improving comprehension of contiguously presented content (Calvert & Scott, 1989;Calvert, Huston, Watkins, & Wright, 1982;Huston & Wright, 1983;Rice, Huston, & Wright, 1982). The ability to selectively attend to aspects of onscreen content develops with age (Huston & Wright, 1983).…”

A coherence effect in multimedia learning: The case for minimizing irrelevant sounds in the design of multimedia instructional messages.

“…Children's attention during TV viewing is discontinuous and periodic, with the audio features of the medium serving as cues to recapture attention {Anderson & Lorch, 1983). Sound effects have been especially associated with increased attention to a presentation in children (Alwitt, Anderson, Lorch, & Levin, 1980;Anderson & Levin, 1976;Calvert & Gersh, 1987;Calvert, Huston, Watkins, & Wright, 1982;Calvert & Scott, 1989). Although the use of music in visual presentations has generally shown little positive effect on learning, there are a few studies of young children where a positive effect was found (Mann, 1979;Wagky, 1978).…”