Lehmann Janina A M, Seufert Tina
Department of Learning and Instruction, Ulm University, Ulm, Germany.
Front Psychol. 2018 Jan 9;8:2305. doi: 10.3389/fpsyg.2017.02305. eCollection 2017.
This study investigates the possibilities of fostering learning based on differences in recall and comprehension after learning with texts which were presented in one of three modalities: either in a spoken, written, or sung version. All three texts differ regarding their processing, especially when considering working memory. Overall, we assume the best recall performance after learning with the written text and the best comprehension performance after learning with the sung text, respectively, compared to both other text modalities. We also analyzed whether the melody of the sung material functions as a mnemonic aid for the learners in the sung text condition. If melody and text of the sung version are closely linked, presentation of the melody during the post-test phase could foster text retrieval. 108 students either learned from a sung text performed by a professional singer, a printed text, or the same text read out loud. Half of the participants worked on the post-test while listening to the melody used for the musical learning material and the other half did not listen to a melody. The written learning modality led to significantly better recall than with the spoken ( = 0.97) or sung text ( = 0.78). However, comprehension after learning with the sung modality was significantly superior compared to when learning with the written learning modality ( = 0.40). Reading leads to more focus on details, which is required to answer recall questions, while listening fosters a general understanding of the text, leading to higher levels of comprehension. Listening to the melody during the post-test phase negatively affected comprehension, irrespective of the modality during the learning phase. This can be explained by the seductive detail effect, as listening to the melody during the post-test phase may distract learners from their main task. In closing, theoretical and practical implications are discussed.
本研究调查了在通过三种模态之一呈现的文本学习后，基于回忆和理解差异来促进学习的可能性：口语、书面或演唱版本。所有这三种文本在处理方式上有所不同，尤其是考虑到工作记忆时。总体而言，我们假设与其他两种文本模态相比，学习书面文本后回忆表现最佳，学习演唱文本后理解表现最佳。我们还分析了演唱材料的旋律在演唱文本条件下是否对学习者起到记忆辅助作用。如果演唱版本的旋律和文本紧密相连，那么在测试后阶段呈现旋律可能会促进文本检索。108名学生分别从专业歌手演唱的文本、印刷文本或大声朗读的相同文本中学习。一半参与者在进行测试后时听用于音乐学习材料的旋律，另一半则不听旋律。书面学习模态导致的回忆显著优于口语（=0.97）或演唱文本（=0.7�）。然而，与书面学习模态相比，演唱模态学习后的理解显著更优（=0.40）。阅读会导致更关注细节，这是回答回忆问题所必需的，而听则有助于对文本的整体理解，从而带来更高水平的理解。在测试后阶段听旋律对理解有负面影响，无论学习阶段的模态如何。这可以用诱人细节效应来解释，因为在测试后阶段听旋律可能会使学习者从主要任务中分心。最后，讨论了理论和实践意义。
