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Remembering science: The recall of factual information as a function of the presentation mode
Author(s) -
Furnham Adrian,
Gunter Barrie,
Green Andrew
Publication year - 1990
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.2350040305
Subject(s) - recall , comprehension , psychology , recall test , stimulus (psychology) , free recall , cued speech , cognition , reading comprehension , presentation (obstetrics) , cued recall , cognitive psychology , communication , reading (process) , computer science , linguistics , neuroscience , medicine , philosophy , radiology , programming language
Two studies are reported on the recall of ‘scientific’ factual material as a function of the medium or channel of communication through which it was presented. Programmatic research by authors of this paper using widely different stimulus materials on different subject samples has indicated that, compared to information received through audiovisual or audio‐only channels, stimulus ‘material’ received through print is best remembered. In the first study subjects either saw part of an actual television science programme in the audiovisual medium, heard it in the audio‐only medium or read a transcript in the print medium. As predicted, subjects who read the transcript remembered most details in both cued and free recall. In the second study a ‘talking‐head’ video was made of the reading of a comparatively easy and difficult scientific extract of comparable length. Subjects randomly assigned to one of six groups either saw audiovisually, heard in audio‐only, or read the print extract of either extract, and were then tested on free and cued recall. Again, material that was read was recalled best, though there were also a number of interesting medium by content interactions. These results are discussed in terms of the literature on the comprehension and recall of factual material.