Preferred Modality of Stimulus Input and Memory for CVC Trigrams

Abstract

Three groups of fifteen children about 8 years of age were selected such that one group displayed a distinct preference for auditory over visual stimuli, one group displayed a distinct preference for visual over auditory stimuli, and one group displayed no preference. The Ss then learned lists of CVC trigrams presented through preferred and nonpreferred modalities. Results indicated that recall was best when the stimuli during learning were presented through the preferred sensory modality and worst when presented through the nonpreferred modality. Children without a sensory preference scored between the other two extremes, learning equally well under either modality. It was concluded that modality preference can be an important variable in learning and that providing congruity between a learner’s preference and mode of instruction should be investigated.