The effect of age, reading ability, and representational mode on recognition memory performance

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Suzanne S, Taweel (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Garrett Lange

Abstract: One hundred, forty-four subjects, 48 at each of grades kindergarten, third, and sixth (with equal representation of boys and girls), were presented with either 30 auditory (A) or 30 visual (V) items for the purpose of a subsequent recognition memory test. The modality of the test items—the initial 30 items plus 30 intermixed distractors—was also either auditory (A) or visual (V) in factorial combination with the two presentation modalities. Teacher's ratings of each subject's reading ability were obtained for third and sixth grade subjects. It was hypothesized that (1) reading ability would relate significantly to task performance both within and across age levels, (2) pictorial stimuli would produce better performance than verbal stimuli, and (3) that age would interact significantly with performance in the four presentation mode-test mode combinations. Accuracy and reaction time (RT) measures of recognition performance indicated an overall advantage with visually presented materials over auditorially presented materials. Modality of test items was highly significant in determining the speed (RT) of recognitions, with auditory test items producing much shorter latencies than visual test items.

Additional Information

Language: English
Date: 1976

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