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About 10,000 papers for “Modality effect”

The Modality Effect and Articulation

Susan E. Gathercole · The Quarterly Journal of Experimental Psychology Section A · 1986

The two experiments reported in this paper investigate the influences of irrelevant articulation on the modality effect in serial recall. Subjects performed a post-list distractor task, which involved generating a well-learned alphabetic sequence for five seconds. The modality effect was impaired when subjects vocalized the letters aloud, but was unaffected by whether the sequence was silently mouthed or silently written. These results show that the modality effect does not arise from the contribution of an articulatory code to recall of the most recent auditory items. They also question the functional equivalence of recency effects for auditory, mouthed and lipread stimuli. On the basis of these and other findings, a multi-component approach to recency effects is proposed.

Cited by 12

Decisive modality and intentionality effect

Julie Goncharov · The Canadian Journal of Linguistics / La revue canadienne de linguistique · 2026

Abstract This article discusses the grammatical role played by the interpretation of an action as either intentional or accidental. It focuses on two grammatical restrictions that exhibit sensitivity to such interpretation. The first concerns so-called subject obviation , whereby, in many European languages, the subject of the subjunctive clause cannot refer to the same individual as the subject of the matrix clause. For the purpose of this article, an important property of subject obviation is that it is weakened in the case of accidental actions. The second restriction pertains to an aspectual restriction in negative imperatives and desire statements in Slavic, which disallows the perfective aspect in these constructions. As is the case with subject obviation, the aspectual restriction in Slavic is lifted when the action is interpreted as accidental. This article argues for a unified semantic-pragmatic account of the weakening of subject obviation and aspectual restriction. It also shows that this weakening of obviation and of aspectual restriction is part of a larger picture where the interpretation of an action as intentional versus accidental plays a central role.

Cited by 0Open access

Modality-match effect in false recognition

Angela Boldini, María Soledad Beato, Sara Cadavid · Neuroreport · 2012

In the Deese-Roediger-McDermott (DRM) paradigm, participants falsely recall or recognize a nonpresented word (critical lure), highly associated with previously studied words. As numerous DRM studies have found a robust false memory effect at the behavioural level, event-related potentials (ERPs) studies have searched for possible overlapping in brain electrical activity between true and false memory. Using the DRM paradigm, the present experiment manipulated the sensory modality of stimulus presentation (auditory vs. visual) in the study phase to analyse the effect of modality match between study and test on true and false recognition. Words were therefore presented either visually or auditorily at study and always visually at test. True recognition was found to be significantly higher in the modality 'match' condition (visual-visual) than in the 'mismatch' condition (auditory-visual), whereas there was no modality-match effect on false recognition of critical lures. A general, overlapping was found between ERP correlates of true and false recognition: FN400 (300-500 ms), left-parietal (400-800 ms) and late right-frontal (1000-1500 ms) old/new effects were similar for both studied words and critical lures. No sensory modality-match effect was associated with FN400 or left-parietal old/new effects. Only the late right-frontal activity was modulated by modality manipulation, with significantly more positive ERPs in the modality-match condition. Sensory modality match of stimulus presentation, therefore, dissociated true and false recognition memory only at the behavioural level but not at the ERP level. Overall, true and false recognition memories seem to share common underlying processes.

Cited by 18Open access

An experimental investigation of modality effect

Umar, Hafidah · BORIS Theses (Bern Open Research Information System) (Bern University Library, Hochschulstrasse 6, 3012 Bern, Switzerland) · 2020

Modality effect is a response that occur when there are manipulations of sensory modality. In this thesis, I present a series of studies about the multimodal processing of visual and auditory presentation. The aim of this dissertation is to investigate how would the different stimulations from different source of modalities affect the oculomotor response. I investigate how different stimuli are processed, recognized and retrieved when they are presented across multiple modalities. Specifically, on question of how would the visual and auditory manipulations influence the oculomotor behaviour. In the research area of the multimodal processing, it has been argued that different kinds of sensory manipulations elicit a distinct kind of cognitive and behavioural response. The study of modality effect is particularly interesting topic for investigations since the world is multimodal in nature. Humans and other living beings are constantly exposed to a wide variety of stimuli rather than to isolated single stimulus. All experiments conducted used an eye-tracking approach since eye-tracking data are known as a reliable measure to study implicit cognitive processing. In Experiment 1, I investigate how different modalities and context interplay on the allocation of visual attention during the perceptual processing of congruent and incongruent multimodal stimuli. In Experiment 2, I investigate recognition memory of multimodal stimuli, focusing on the participants’ reaction to old versus novel stimuli presented in the visual and auditory modalities. In Experiment 3, I monitored looking patterns, to understand how visual and auditory stimuli are mentally reconstructed during mental imagery. I conclude the dissertation with a discussion of how a different kinds of modality manipulations elicit distinct modality effect as revealed by oculomotor response.

Cited by 0Open access

An experimental investigation of modality effect

Hafidah Umar · Open MIND · 2020

Modality effect is a response that occur when there are manipulations of sensory modality. In this thesis, I present a series of studies about the multimodal processing of visual and auditory presentation. The aim of this dissertation is to investigate how would the different stimulations from different source of modalities affect the oculomotor response. I investigate how different stimuli are processed, recognized and retrieved when they are presented across multiple modalities. Specifically, on question of how would the visual and auditory manipulations influence the oculomotor behaviour. In the research area of the multimodal processing, it has been argued that different kinds of sensory manipulations elicit a distinct kind of cognitive and behavioural response. The study of modality effect is particularly interesting topic for investigations since the world is multimodal in nature. Humans and other living beings are constantly exposed to a wide variety of stimuli rather than to isolated single stimulus. All experiments conducted used an eye-tracking approach since eye-tracking data are known as a reliable measure to study implicit cognitive processing. In Experiment 1, I investigate how different modalities and context interplay on the allocation of visual attention during the perceptual processing of congruent and incongruent multimodal stimuli. In Experiment 2, I investigate recognition memory of multimodal stimuli, focusing on the participants’ reaction to old versus novel stimuli presented in the visual and auditory modalities. In Experiment 3, I monitored looking patterns, to understand how visual and auditory stimuli are mentally reconstructed during mental imagery. I conclude the dissertation with a discussion of how a different kinds of modality manipulations elicit distinct modality effect as revealed by oculomotor response.

Cited by 0

Processing time not modality dominates shift costs in the modality-shifting effect

Hettie Roebuck, Kun Guo, Patrick Bourke · Psychological Research · 2019

Shifting attention between visual and auditory targets is associated with reaction time costs, known as the modality-shifting effect. The type of modality shifted from, e.g., auditory or visual is suggested to have an effect on the degree of cost. Studies report greater costs shifting from visual stimuli, yet notably used visual stimuli that are also identified slower than the auditory. It is not clear whether the cost is specific to modality effects, or with identification speed independent of modality. Here, to interpret whether the effects are due to modality or identification time, switch costs are instead compared with auditory stimuli that are identified slower than the visual (inverse of tested previously). A second condition used the same auditory stimuli at a low intensity, allowing comparison of semantically identical stimuli that are even slower to process. The current findings contradicted suggestions of a general difficulty in shifting from visual stimuli (as previously reported), and instead suggest that cost is reduced when targets are preceded by a more rapidly processed stimulus. 'Modality-Shifting' as it is often termed induces shifting costs, but the costs are not because of a change of modality per se, but because of a change in identification speed, where the degree of cost is dependent on the processing time of the surrounding stimuli.

Cited by 1Open access

Aging’s Effect on Working Memory—Modality Comparison

Eyal Heled, Ohad Levi · Biomedicines · 2024

Research exploring the impact of development and aging on working memory (WM) has primarily concentrated on visual and verbal domains, with limited attention paid to the tactile modality. The current study sought to evaluate WM encompassing storage and manipulation across these three modalities, spanning from childhood to old age. The study included 134 participants, divided into four age groups: 7-8, 11-12, 25-35, and 60-69. Each participant completed the Visuospatial Span, Digit Span, and Tactual Span, with forward and backward recall. The findings demonstrated a consistent trend in both forward and backward stages. Performance improved until young adulthood, progressively diminishing with advancing age. In the forward stage, the Tactual Span performance was worse than that of the Digit and Visuospatial Span for all participants. In the backward stage, the Visuospatial Span outperformed the Digit and Tactual Span across all age groups. Furthermore, the Tactual Span backward recall exhibited significantly poorer performance than the other modalities, primarily in the youngest and oldest age groups. In conclusion, age impacts WM differently across modalities, with tactile storage capacity being the most vulnerable. Additionally, tactile manipulation skills develop later in childhood but deteriorate sooner in adulthood, indicating a distinct component within tactile WM.

Cited by 7Open access

A spatial modality effect in serial memory.

Sébastien Tremblay, Fabrice B. R. Parmentier, Katherine Guérard et al. · Journal of Experimental Psychology Learning Memory and Cognition · 2006

In 2 experiments, the authors tested whether the classical modality effect-that is, the stronger recency effect for auditory items relative to visual items-can be extended to the spatial domain. An order reconstruction task was undertaken with four types of material: visual-spatial, auditory-spatial, visual-verbal, and auditory-verbal. Similar serial position curves were obtained regardless of the nature of the to-be-remembered sequences, with the exception that a modality effect was found with spatial as well as with verbal materials. The results are discussed with regard to a number of models of short-term memory.

Cited by 39

Methodological Constraints for Detecting the Modality Effect

Cornelia Schoor, Maria Bannert, Verena Jähn · Electronic Journal of Research in Educational Psychology · 2017

Introduction. The aim of our research was to investigate the modality effect in more detail by measuring it in a direct way. Two studies were conducted using the same subject and material.Method. Computer-based learning material was presented on several screens, each containing a short text and a picture. Modality was varied by presenting written versus oral text. Presentation time was system-paced and matched the time for oral text presentation. Based on the dual-task approach cognitive load was measured directly in terms of response time towards a stimulus. In study 1, we used a between-subjects design. Participants got the learning material (all screens) either presented visually (picture + written text, N = 24) or audiovisually in a combination of picture and oral text (N = 24). In study 2, we used the same learning material and cognitive load measurements as in study 1. However, instead of a between-subjects design, we varied text modality within participants (N = 34) in such as that each participant received screens with text presented alternately in written and oral form. Starting modality was counterbalanced.Results. In study 1, we found no modality effect with respect to response time and learning outcome whereas in study 2, we found a significant difference in response times between screens with visually and orally presented text in the direction of the modality effect.Conclusion. The results are discussed with regard to error variance in different experimental designs and effect size of the modality effect as well as with regard to capabilities of participants to strategically adjust to disadvantageous instructional conditions.

Cited by 2Open access

The Modality Effect: A Result of Methodology?

Sandra S. Duis, Raymond S. Dean, Peter L. Derks · International Journal of Neuroscience · 1994

Modality differences for short-term (STM) and long-term memory (LTM) were investigated. Sixty-eight subjects participated in one of four conditions: Auditory STM, Verbal STM, Auditory LTM, and Verbal LTM. Analysis of the number of words correctly recalled showed a significant interaction between modality and store. Contrary to both Engle and Mobley's (1976) and Penney's (1975, 1989a, 1989b) findings, further analysis showed that the auditory mode was superior in STM and that no modality difference existed in LTM. It was concluded that the LTM modality effect is less robust than that found in STM. Possible methodological reasons for the conflicting results of the past as well as areas of potential future research were discussed.

Cited by 8