Memory for Concept Pairs as a Function of Bimodality Type, Educational Background, and Culture

Michael Trush, Pace University

Abstract

Given previous research establishing the impact of presentation modality on college student recall and memory performance (Velayo, 1993), the purpose of this study was to investigate memory for concept pairs, and implications of presentation bimodality (Audio-Visual, Audio-Textual, or Visual-Textual), memory strategy utilized, and educational background on recall performance. Additionally, participant cultural identification was examined related to learning strategy utilized on the recall task, and response style on four-dimensional measures of individualism and collectivism. The sample consisted of 176 participants of college age and older, that completed the concept pairs presentation phase. It was hypothesized that participants assigned to the Visual-Textual and Audio-Visual bimodalities would perform better than those assigned to the Audio-Textual condition. Additionally, subjects with more educational experience were hypothesized to perform better than participants with less formal educational training. Exploratory questions were posed examining the relationship between the following variables: (a) learning strategy utilized and performance, (b) cultural background and strategy used, and (c) strategy utilized and response style on dimensions of cultural orientation. Participants were randomly assigned to one of three Internet-based bimodality presentations of concepts pairs, and asked to recall from a list of five multiple-choice options, the correlated concept. Significant differences were not found in performance across the three bimodality presentations. Memory strategy utilized was shown to significantly impact performance, with more elaborative strategies being found to be more effective for learning. Participants who completed a minimum of some graduate level coursework, were found to perform significantly better than participants who never attended college, and were more likely to achieve a perfect score during the testing phase. Due to the composition of the sample, significant findings related to culture and strategy selection, and strategy utilized and responses on the collectivism and individualism measure were not found. Implications for education and school psychology are presented.^

Subject Area

Psychology

Recommended Citation

Trush, Michael, "Memory for Concept Pairs as a Function of Bimodality Type, Educational Background, and Culture" (2016). ETD Collection for Pace University. AAI10182968.
http://digitalcommons.pace.edu/dissertations/AAI10182968

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