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The Japanese Psychonomic Society

NII-Electronic Library Service

The JapanesePsychonomicSociety

The

Japanese

Jettrnai

of

twchonomic

Science 198,2,Yol.9,No. 1,17-eo

The

as

Modality

Effect

a

Function

of

Machiko

Ndruto

Liniversity

on

Text

Processing

Presentation

Rate

SANNOMIYAi)

of

Teacher

Education

A

text was presented

in

one of three modalities

(auditory,

visual, or audiovisual) at

fast

Qr

slow rate.

Modality

difference

of recall performance was observed only

in

the

fast

rate

condition.

And

this modality effect was auditory superiority over visual and attdiovisual

presentation,

Visua!

inferiority

was

interpreted

in

terms of

the

necessity of

translation.

It

is

supposed

that

the

translation

from

visual

input

into

an acoustic

forrn

consumes some

time and

it

leads

to

processing

insuficiency

when presentation rate

is

fast.

Visual

inferior-ity

is

found

a]so

in

the

processing

of word-lists, while audiovisual

inferiority

is

peculiar

to

text

processing.

From

the

deterioration

of audiovisual

performance

at

fast

presentation

rate,the visual component of audiovisual presentation also seems to

be

translated acoustically

during

text

processing.

Key

words: moclality effect,

translation,

text

processing.

An

effect

of

presentation

modality

on

text

processing

has

been

reported

(Sannomiya,

1982a,

1982b).

This

effect

indicates

the

supe-riority of auditory

presentation

over visual and audiovisual

presentation

in

free

recall

performance

of

learning

texts.

For

the

anal-ysis

of

recall

protocols,

propositions

or

idea

units were adopted as scoring

gnits.

An

in-teresting

point

of

this

phenomenon

is

that

the

modality effect

is

found

only

for

diMeult

texts.

That

is,

there

is

no significant

difference

in

recall among

three

modalities

in

the

case of easy

texts

while auditory

superiority

is

clear

in

the

case

of

diMcult

texts,

when

presenta-tion

rate

is

fixed,

Text

dithculty

was

deter-mined

by

ratings

on

five-point

scales

(Sanno-miya,

1982a)

er

by

manipulating

the

organiza-tion

level

of

the

text

(Sannomiya,

1982b).

On

this

interaction

between

modality and

text

dithculty,

a

tentative

explanation

has

been

as-1)

Theauthorwishes

to

thank

Professor

Shigeru

Ono

and

Professor

Yoshiaki

Nakajima

of

Osaka

University

for

their

helpfut

comments on this

experiment.

Thanks

are also

due

to

Professor

Norihiko

Kitao

of

Osaka

Uniyersity

oi

Education

for

his

careful reading of

.an

earlier version of

the

manuscript,

sumed

in

terms

of

translation

process:

Visually

presented

texts

are

translated

into

an acoustic

form,

Therefore

the

text

processing

during

visual

presentation

tends

to

be

imperfect

ow-ing

to

the

additional

process

of

translation,

when

the

given

text

is

a

dithcult

one which requires much

time

for

processing.

This

in-suthciency of

text

processing

is

supposed

to

result

in

impaired

recall,

'

From

the

above explanation,

h6wever,

the

following

prediction

may

be

made:

Even

an

easy

text

will

give

rise

to

the

modality effect

if

it

is

presented

at

a

sudiciently

fast

rate,

because

of

visual

disadvantage.

The

purpose

of

this

study

is

to

examine

the

above

pre-diction.

Another

puzzling

point

of

the

modality

ef-fect

on

text

processing

is

audiovisual

inferiority

to

auditory

presentation.

This

is

incompatible

with

the

findings

on word-Iist memory.

Con-cerning

the

memory

for

words, audiovisual

presentation

has

been

reported

to

be

as

effec-tive

as auditory

presentation

(Henmon,

1912).

The

audiovisual

inferiority

is

observed

in

the

processing

of

the

dificult

texts.

Is

this

also caused

by

processing

insuMciency

on

account

of

translation?

If

audiovisual

presentation

of

(2)

The Japanese Psychonomic Society

NII-Electronic Library Service

The JapanesePsychonomic Society

18

The

Japanese

Journal

of

texts

involves

the

translation

of

visual

stimuli,

the

fast

presentation

of an easy

text

will cause

disadvantage

also

for

the

audiovisual

condition.

Method

Subjects

Fifty

four

Japanese

undergraduates at a university served

as

subjects,

The

ratio

be-tween

male and

female

was made equal

in

ali

conditions.

Design

A

3

×

2

factorial

design

with

9

subjects

per

cell was used.

The

first

factor

was

presenta-tion

modality

(auditory,

visual,

and

audio-visual).

The

second

factor

was

presentation

rate

(6.5

syllableslsec

(slow)

and

8,5

syllablesl

sec

(fast)).

Both

factors

were

between-sub-jects.fitkxterial

As

an

easy

text,

the

organized

text

in

Japa-nese used

in

Sannomiya

(1982b)

was

employed

(see

Appendix).

As

opposed

to

the

disorganized

text,

the

organized

text

gave

rise

to

no

dif-ference

in

recall among

three

modalities at

the

rate of

6,5

syllableslsec

in

the

previous

experiment.

In

the

present

experiment,

for

auditory

presentation

the

text

was

recorded

on

tape

with a

female

voice at

two

kinds

of rates,.6.5 syllables/sec

and

8.5

syllablesXsee,

Care

was

taken

to

read

the

text

without

strong

intonations

and

pauses

which could serve as remembering cues.

For

visual

pre-sentation each sentence was

printed

on a

6.5

×

18.0cm

white cards, which were made up

into

a

booklet.

,thocedure

Subjects

were

instructed

to

try

to

compre-hend

and remember

the

text,

They

were

informed

in

advance

that

a

free

recall

test

would

be

administered.

In

a

training

session subiects

got

accustomed

to

the

pace

of

pre-sentation.

The

visual

group

learned

to

read

at

the

prescribed

pace

which was controlled

by

the

sound

of

a

whistle

indicating

that

the

page

should

be

turned.

The

audiovi$ual

group

learned

to

synchronize

reading and

listening.

0vert

vocalization

was

not

permitted

in

all

conditions.

After

the

training

session,

the

text

to

be

learned

was

presented

three

times

Psychonomic

Science

Vol,

3,

No.

1

in

succession.

Immediately

after

the

third

presentation,

subjects were asked

to

write

down

on a

blank

sheet of

paper

what

they

recalled of

the

text.

The

present

procedure

was

the

same as

that

in

Sannomiya

C1982b)

except

that

two

kinds

of

presentation

rate

were used.

Resuits

Recall

prot6cols

were scored

for

the

pre-sence oi

30

propositions.

Scoring

was

based

on

the

discussion

of

two

judges

including

the

author.

While

scoring

the

recall

pretocols,

both

judges

were not aware of

the

experi-mental condition

to

which a

particular

protocol

belonged,

One

point

was scored

if

the

gist

of a

proposition

was reproduced.

Table

1

shows

the

mean number of recalled

proposi-tions.

Hartley's

test

for

the

homogeneity

of variances showed a

nonsignificant

result

(P"..x

=:6,85,P>.05).

A3

×

2(modalityxpresentation

rate) analysis of variance

yielded

significant

main effects

of

modality

(F(2,

48)=9,02,

P<.Ol)

and

presentation

rate

(F(1,48)=5,50,

P<.05),

And

what

is

more

important,

the

interaction was significant

(F(2,48)=!19.41,

P<.Ol).

Mul-tiple

comparisons

were

performed

by

applying

Sheff6's

test

to

the

recall scores obtained at

the

slow

and

the

fast

rate respectively,

No

significant

difference

among

the

three

modali-tie$

was

found

for

the

slow

rate, whereas

the

superiority

of auditory over visual

and

audio-visual

presentation

was significant

(P<,Ol;P

<.05)

for

the

fast

rate,

"rhen

comparing

the

two

presentation

rates, no significant

difference

was

found

for

auditory

presentation

(t(16)

=

1.31),

while

the

slow rate

gave

rise

to

better

recall

than

the

fast

rate

in

the

case of

visual

(t(16)==2.88,

P<.05)

and audiovisual

presenta-tion

(t(16)=2.46,

P<.05).

Besides

the

above analysis,

the

relatien

between

modality and

Table

1.

Mean

number of recalled

propositions,

I

presentation

Modality

tion

RateAuditory

M

SD

VisualL

MSD

siow

l

Fast

114.33

1,25

i

13.89

1,20

11.33

2.21

15.89

3.14

Audiovisttal

MSD

1

14.67

1.41

12.22

2.44

(3)

The Japanese Psychonomic Society

NII-Electronic Library Service

The JapanesePsychonomic Society

M,

Sannomiva:

The

modality

serial

position

was examined about

the

medal-ity

differences

in

the

fast

rate condition.

The

text

was

divided

into

three

parts

(primacy,

middle,

and

recency),

which

respectively

con-sisted of

ten

propositions.

A

3

×

3

(modality

xpart)

analysis

of

variance

yielded

no

signi-ficant

interaction

(F(4,

48)==1,98),

Discussion

The

modality effect was obtained at

the

fast

presentation

rate

(8.5

syllables/sec), which

is

consistent with

prediction.

The

slow

pre-sentation of

the

text

(at

the

rate of

6.5

syl-lables/sec)

did

not make any

difference

in

re-call among

three

modalities, and

this

result

is

a replication of

the

previous

one

(Sannomiya,

1982b).

The

introspection

of

subjects

in

the

visual

group

confirmed

that

they

finished

read-ing

all sentences even

in

the

fast

presentation.

This

fact

eliminates

the

possibility

that

the

deteriorated

recall

in

the

visual condition

is

owing

to

unfinished reading.

Visual

inferiority

in

the

fast

presentation

lends

support

to

the

assumption

that

the

translation

from

visual

input

into

an

acoustic

form

consumes some

time

and

it

leads

to

in-suthciency of

text

processing

when

presenta-tion

time

is

not

suthciently

provided.

In

the

case of auditory

presentation,

no

de-crement of

performance

was observed

in

the

fast

rate

condition,

Frern

this

result,

it

rnay

be

considered

that

even

at

the

rate

of

8.5

syl-lablesfsec,

the

given

text

could

be

processed

as

suficiently as at

the

rate ef

6.5

syllablesfsec when

translation

is

not necessary.

At

still

faster

rate,

however,

performance

will

decrease

even

in

the

auditory condition

because

of

in-suthcient

time

for

processing.

The

assurnption of

processing

insuthciency

in

the

visual condition

is

applicable

to

word-list

memory.

Some

researchers explained

the

modality

effect

on

word-list memory

in

terms

of visual

disadvantage

of

translation

(e.

g.

Levy,

1971).

But

the

problem

of

audiovisual

inferi-ority

is

not so simple.

For

word-list memory, audiovisual superiority over visual

presenta-effect on

Text

Processing

19

tion

and

the

equivalence of auditory and audio-visual

presentation

have

been

reported(Henmon,

1912).

These

phenomena

were attributed

to

the

fact

that

the

subjects

in

the

audiovisual condition could

depend

on

auditory

informa-tion.

In

the

present

experiment,

however,

subjects were

instructed

to

make use of

not

only

auditory

but

also

visual

information

dur-ing

text

processing.

And

it

was

demonstrated

that

audiovisual

presentation

is

not so eMcient

as

auditory

presentation

for

text

memory,

which

is

congruous with

the

previeus

results

(Sannomiya,

1982a,

1982b).

It

seems

to

be

dif-ficult

to

explain

this

finding

without assuming

that

the

transration

occured

during

text

pro-cessing also

in

the

audiovisual condition.

But

if

the

translation

arises

in

the

audio-visual condition, why

does

it

deteriorate

text

recall only and

does

not

deteriorate

word-list recal}?

Is

only

text

processing

sensitive

to

the

cognitive

load

of

translation

in

the

audio-visual condition?

Or

does

the

translation

arise

during

text

processing

but

not

during

the

processing

of word-lists even when

both

kinds

of materials are

presented

audiovisually

?

The

answer

to

these

questions

must

await

further

studies on

the

modality effect.

References

Henrnon,

V.A.C,,

1912

The

relation

between

mode of presentation and retention.

lagical

Review,

19,

79-96.

Levy,

B.A.,

1971

Role

of articulation

in

auditory

and visual short-term memory.

fournal

of

Vlarbal

Learning

and

Vlarbal

Behavior,

10,

132.

Sannomiya,

M.,

1982a

The

effect of

presentation

moclality on

text

memory as a

function

of

dificulty

Ievel.

The

fopanese

fournal

of

Ilsy-'

chonomic

Science,

1,

85-90.

Sannomiya,

M.,

1982b

The

modality effect on

text

processing

as a

function

of organization.

In

A.

Flarnmer

and

W.

Kintsch

(Eds.),

Discourse

processing

(Advances

in

Psychology

8).

sterdam:

North-Holland

Publishing

Cempany,

263-268.

(4)

The Japanese Psychonomic Society

NII-Electronic Library Service

The JapanesePsychonomic Society

20

The

Japanese

Journal

ofPsychonomicScience

Vol.

3,

No.

1

APPENDIX(Learningmaterial)

I

shall

describe

literature,

It

is

during

ad-olescence

that

we

first

encounter

literature.

In

adolescence, one of

the

motivations

for

studying

literature

is

te

examine

the

funda-mental

questions

of

life.

Since

literature

is

closely related

to

life,

I

will

describe

in

the

following

my

ideas

about

the

stages of

life.

There

seem

to

be

four

birthdays

during

life.

The

first

one

is

the

real

birthday,

when

we

emerge

from

ourmother'swomb.

The

second

birthday

is

adolescence,

when

we

become

aware

of

eur

own selves and

begin

to

function

independently

as

'a

human

being.

The

third

birthday

is

the

prime

of

life,

when we

ex-perience

the

pain

of

Iife.

It

is

the

stage when we

try

to

live

once again with a

iresh

out-leok.

This

might

be

called a religious

birth-day

when we aim at spiritual rebirth,

The

fourth

birthday

is

the

stage of

death,

when we

are

reborn as

God

or

Buddha

Here

I

will

especially

deal

with adolescence.

Since

adoles-cence

is

the

stage when we

begin

to

think

independently,

we can

gain

a

lot

from

good

literature.

This

can

be

explained as

follows:

In

order

to

improve

our minds

it

is

necessary

to

grapple

with

the

fundamental

questions

of

life

which cannot

be

easily answered.

Good

literature

raises such

questions.

For

example,

there

are

questions

such

as

"What

is

life",

"What

is

love?",

and "Does

God

exist?".

These

questions

might not ever

be

answered

during

our

lives.

We

should not overlook such

questions.

In

dealing

with

literature

it

is

im-pertant

not

to

forget

our

original

outlook

throughout

our

!ife.

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