Abstract
Three groups of 10 year old children were required to learn a list of eight CVC trigrams. One group received visual presentation only, another received visual plus auditory presentation, and a third group saw and vocalized the material. The results indicate superior performance for the two groups involving auditory stimulation, and implications were drawn from this to the “additivity-of cues” and “preferred modality” hypotheses.
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Reference
Murray, D. J. Vocalization-at-presentation, auditory presentation and immediate recall. Nature, 1965, 207, 1011–1012.
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The writers wish to thank Mr. A. Evans, Principal of the Cascades Heights Elementary School for his helpful cooperation in providing facilities in obtaining and testing the children.
The preparation of this paper was facilitated by a Summer Research Associateship granted to the first author by the University of British Columbia.
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Wong, R., Blevings, G. Presentation modes and immediate recall in children. Psychon Sci 5, 381–382 (1966). https://doi.org/10.3758/BF03328449
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DOI: https://doi.org/10.3758/BF03328449