Learning from Texts or Lectures: Loci Mnemonics can Interfere with Reading but not with Listening

Abstract

In this study, we explore to what extent loci mnemonics can help learning from textual information and examine the extent and possible causes of the oral presentation effect (Cornoldi & De Beni, 1991); that is, the loci method is more useful when the presentation modality is oral rather than written. The hypothesis presented is that the effect is due to selective interference between reading and visuo-spatial imagery in the use of loci mnemonics. We carried out three experiments, varying the modalities of presentation and of testing. In a series of sessions, subjects were trained in the use of loci mnemonics and verbal repetition, and were then tested for memory of texts presented in either a written or oral form. Our results showed that loci mnemonics can also enhance memory for texts when presentation time is controlled, if the modality of presentation is oral. This last result supports the selective interference explanation of the oral presentation effect.