Abstract
Zusammenfassung. Paradigmatisch für die kognitive Multimediaforschung ist der sog. Modalitätseffekt, der besagt, dass das Lernen mit Bildern und Texten besser gelingt, wenn Texte auditiv und nicht visuell dargeboten werden. In den einschlägigen Multimediatheorien wird dieser Effekt damit erklärt, dass Bilder und visuelle Texte das gleiche Arbeitsgedächtnissystem belasten, während auditive Texte eine zusätzliche Ressource erschließen. Wir diskutieren diese Annahme kritisch anhand einschlägiger Arbeitsgedächtnismodelle und stellen eine alternative Konzeption vor, nach der der oben beschriebene Modalitätseffekt einerseits auf unterschiedliche Restriktionen der Wahrnehmungssysteme und andererseits auf den in der Gedächtnispsychologie bekannten Modalitätseffekt (also auf die Nutzung akustisch-sensorischer Information für die letzten ein bis zwei Items einer Liste) zurückgeführt wird.
Abstract. A constitutive phenomenon in cognitive multimedia research is the so-termed modality effect, according to which learning benefits from different presentation modalities for pictures and texts. That is, if texts are presented visually they are assumed to demand the same subsystem of working memory as pictures, whereas with auditory text presentation an additional cognitive resource is made available. In the present paper, we discuss this assumption critically against the background of current models of working memory. As a result of this discussion, we offer an alternative explanation according to which the modality effect goes back to two different mechanisms: first, modality-specific restrictions of the perceptual systems; and second, the modality effect known from basic memory research, where better retention of the last one or two items of an auditorily as compared to a visually presented list has been observed.
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