Gallo D A, McDermott K B, Percer J M, Roediger H L
Department of Psychology, Washington University in St. Louis, Missouri 63130, USA.
J Exp Psychol Learn Mem Cogn. 2001 Mar;27(2):339-53. doi: 10.1037/0278-7393.27.2.339.
R. E. Smith and R. R. Hunt (1998) reported a dramatic reduction in false remembering in a list-learning paradigm by switching from auditory to visual presentation at study. The current authors replicated these modality effects using written recall and visual recognition tests but obtained smaller effects than those in R. E. Smith and R. R. Hunt's study. In contrast, no modality effect occurred on auditory recognition tests. Manipulating study and test modality within-subjects (Experiment 2) and between-subjects (Experiment 3) yielded similar results. It was also found that subjects frequently judged critical nonstudied words as having been presented in the modality of their corresponding study lists. The authors concluded that subjects could retrieve distinctive information about a study list's presentation modality to reduce false remembering but only did so under certain conditions. The modality effect on false remembering is a function of both encoding and retrieval factors.
R. E. 史密斯和R. R. 亨特（1998年）报告称，在一项列表学习范式中，通过在学习时从听觉呈现转换为视觉呈现，错误记忆显著减少。本文作者使用书面回忆和视觉识别测试重复了这些模态效应，但得到的效应比R. E. 史密斯和R. R. 亨特的研究中的效应要小。相比之下，在听觉识别测试中未出现模态效应。在被试内（实验2）和被试间（实验3）操纵学习和测试模态产生了相似的结果。还发现，被试经常判断关键的未学习单词是在其相应学习列表的模态中呈现过的。作者得出结论，被试可以检索有关学习列表呈现模态的独特信息以减少错误记忆，但仅在某些条件下才会这样做。模态对错误记忆的影响是编码和检索因素共同作用的结果。
