Effects of Modality of Learning on Information Integration and Source Memory Judgments Open Access

Abstract

The current study examined the effect of the modality of presentation of information on college students' ability to integrate that information to create knowledge they were not explicitly taught and to make judgments about the source of their knowledge. In two experiments, adults were presented with novel facts either visually or auditorily and asked to integrate those facts to form new information. No significant differences in integration ability were found between the different modality conditions, meaning that the modality of presentation of the facts did not appear to impact the integration process. This study also tested adults' awareness of their own memory processes by asking them to recall the modality in which they originally learned the different facts (i.e., source). Results revealed that adults who were aware of the modality of the facts and of the integration process itself were overall more successful in integrating information.

Table of Contents

Introduction..............1

Experiment 1.............9

Methods....................9

Results.....................13

Discussion................16

Experiment 2............20

Methods...................20

Results.....................23

Discussion................25

General Discussion....28

Limitations...............30

Future Directions......32

Conclusion...............33

References................35

Tables......................38

About this Honors Thesis

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School	Emory College
Department	Neuroscience and Behavioral Biology
Degree	BS
Submission	Honors Thesis
Language	English
Research Field	Psychology, General Biology, Neuroscience
Keyword	knowledge metacognition integration modality learning self-generation source
Committee Chair / Thesis Advisor	Bauer, Patricia, Emory University
Committee Members	Manns, Joseph, Emory University Roesch, Leah Anderson, Emory University Strock, Barbara, Emory University

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