Exploring long-term modality effects: vocalization leads to best retention.

Abstract

Five experiments employing an incidental learning procedure explored the effects of different input modalities on the long-term retention of word lists. In each of the first four experiments, mixed-mode presentations featuring three different modes of presentation were employed. In the baseline presentation mode in each experiment, subjects were to read words silently. In the two additional presentation modes, subjects were to vocalize or read and hear (Experiment 1), read and hear or mouth (Experiment 2), vocalize or write (Experiment 3), and vocalize or write without seeing the written word (Experiment 4). In Experiment 5, separate groups of subjects were presented with pure-mode lists that they were to read silently, write without seeing, write and see, mouth, hear, read and hear, or vocalize. The principal findings were that auditory presentation procedures led to best memory performance and that, of these, only vocalization was found to consistently enhance retention. These findings are conceptualized within a framework that proposes that both the temporal distinctiveness of auditory information and self-generated cues are employed in the process of retrieval.