Modality Preference and Facilitation of Learning Using Mixed and Pure Sign, Oral, and Graphic Inputs

Abstract

Research interest has recently been generated concerning modality preference and advantages in learning via modality combination rather than via a single modality. Recent results supporting a visual preference as well as modality combination advantages may be confounded. The current experiment, utilizing a dual stimuli methodology, presented manual sign, graphic, and oral stimuli to normal adults with no signing experience. Subjects participated in one of six conditions of a paired associate task. Stimuli were presented either in a repeated single modality condition or in a combination modality condition. Sign-Sign condition performance learning was best, followed by Auditory-Auditory, Graphic-Sign, and Auditory-Sign. Graphic-Auditory and Graphic-Graphic were least facilitative of learning. Results are discussed in terms of facilitative effects of spaced repetition and the mediational properties of Sign.