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Visual and Auditory Elaborative Imagery: Modality Effects on Paired-Associate Learning
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by Katharine Donnelly and Richard S. Velayo* - Pace University
Categories: Educational | Learning | Memory
This study examined the effects of imposed elaborative imagery (visual and auditory) on the learning of paired-associate concepts presented in two different modalities. Participants assigned to conditions with imposed visual elaborations yielded significantly higher scores on a Concept Pairs Memory Test than participants assigned to conditions with auditory elaborations, or no elaborations. Findings are consistent with the dual-coding theory, which recognizes superiority for high-imagery items in memory tasks. Furthermore, the findings suggest that visual elaborative imagery is more salient than auditory imagery in depicting an identical relationship between the two items of a concept pair and, therefore, higher in imaginal value. The application of the dual-coding theory to elaborative learning, and the educational implications of imposed elaborative learning are discussed.