FUNCTIONAL INTERPRETATION OF THE MODALITY EFFECT

A functional conceptualization of the modality effect is presented, i. e. of the empirical finding showing a superior short‐term retention of auditorily as opposed to visually presented verbal information. This theoretical view proposes that memory performance should be regarded as a function of an interaction between specific demands of the memory task and available cognitive capabilities. This notion is contrasted with two existing interpretations of the modality effect stating larger processing or storage capacities for a hypothetical memory system when information is auditorily as opposed to visually presented. Four experiments are reported, which all demonstrate the viability of the present view: The nature of the recall difference between modalities varies as a function of the interaction between task demands and cognitive capabilities and not as a function of certain properties of a hypothetical memory system. Copyright © 1979, Wiley Blackwell. All rights reserved