Affiliations 

  • 1 School of Psychology, University of Nottingham Malaysia Campus, Malaysia; Department of Psychology, HELP University, Malaysia. Electronic address: azlina.akassim@help.edu.my
  • 2 School of Psychology, University of Nottingham Malaysia Campus, Malaysia
Acta Psychol (Amst), 2018 Apr;185:72-80.
PMID: 29407247 DOI: 10.1016/j.actpsy.2018.01.012

Abstract

Previous research has shown that auditory recognition memory is poorer compared to visual and cross-modal (visual and auditory) recognition memory. The effect of repetition on memory has been robust in showing improved performance. It is not clear, however, how auditory recognition memory compares to visual and cross-modal recognition memory following repetition. Participants performed a recognition memory task, making old/new discriminations to new stimuli, stimuli repeated for the first time after 4-7 intervening items (R1), or repeated for the second time after 36-39 intervening items (R2). Depending on the condition, participants were either exposed to visual stimuli (2D line drawings), auditory stimuli (spoken words), or cross-modal stimuli (pairs of images and associated spoken words). Results showed that unlike participants in the visual and cross-modal conditions, participants in the auditory recognition did not show improvements in performance on R2 trials compared to R1 trials. These findings have implications for pedagogical techniques in education, as well as for interventions and exercises aimed at boosting memory performance.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.