A Developmental Study of Visual and Auditory Short-Term Memory.

Autor/inn/en	Siegel, Alexander W.; Allik, Judith P.
Institution	Pittsburgh Univ., PA. Dept. of Psychology.
Titel	A Developmental Study of Visual and Auditory Short-Term Memory.
Quelle	(1972), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Cognitive Processes; College Students; Cues; Developmental Psychology; Developmental Tasks; Grade 2; Grade 5; Kindergarten; Memory; Recall (Psychology); Research Methodology; Responses; Serial Learning; Verbal Stimuli; Visual Stimuli + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Collegestudent; Stichwort; Entwicklungspsychologie; Entwicklungsaufgabe; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Gedächtnis; Abberufung; Research method; Forschungsmethode; Serielles Lernen
Abstract	Kindergarten, second-grade, fifth-grade, and college subjects were tested in a serial-position recall task under each of four conditions: Visual stimuli/visual recall cue, visual stimuli/auditory recall cue, auditory stimuli/visual recall cue, auditory stimuli/auditory recall cue. Visual stimuli were pictures of common animals and objects; auditory stimuli were the tape recorded names of these animals and objects. Two serial positions were probed on each trial. At all grade levels: (1) recall of visual stimuli was markedly superior to that of auditory stimuli, (2) modality of recall cue had no effect, (3) primacy and recency effects were found for both visual and auditory stimuli. Delayed testing (Probe 2) produced a decrement in auditory stimulus recall but not in visual stimulus recall. It was suggested that overt labeling of pictorial stimuli functionally changes the stimuli from being purely visual to being both visual and auditory. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01