The modality effect: Is it a result of different strategies?

Abstract

The theory that modality effects in immediate and delayed free recall are a result of differential encoding of recency items by subjects receiving auditory and visual presentation was tested in a series of experiments. Four of the experiments manipulated knowledge of list length and mode of presentation and found no decrement in auditory superiority when the subject was ignorant as to which items were recency items. This appears to disconfirm any theory that modality effects found for recency items in immediate free recall are a consequence of different subject strategies. Requirements for a general theory of modality effects and echoic memory are discussed.