Pecher Diane, Keytel Brandon, Zeelenberg René
Department of Psychology, Child and Educational Studies, Erasmus University Rotterdam, room T16-39, Postbus 1738, 3000 DR, Rotterdam, The Netherlands.
Mem Cognit. 2025 Jul 21. doi: 10.3758/s13421-025-01759-0.
Previous research has obtained better memory performance for items that were studied in two modalities than in one modality. We investigated the role of multisensory integration and of study-test overlap. Items were presented once as unimodal (picture or sound), once as bimodal (picture and sound), or twice as unimodal (once as picture, once as sound) stimuli in a continuous recognition task. In Experiment 1 we found a benefit for items that were studied in both modalities. The benefit did not depend on temporal alignment of picture and sound, which poses problems for multisensory integration as an explanation. In Experiment 2 we found that repetition of items in the same modality resulted in better memory performance than repetition in different modalities, and we found that memory performance was better when study and test format were the same than when they were different, supporting a role for encoding specificity. We conclude that multimodal presentation during study benefits memory only when the test item is also multimodal. Moreover, this benefit is more likely explained by study-test overlap than by multisensory integration.
以往的研究表明，在两种模态下学习的项目比在一种模态下学习的项目具有更好的记忆表现。我们研究了多感官整合以及学习 - 测试重叠的作用。在连续识别任务中，项目分别以单模态（图片或声音）呈现一次、以双模态（图片和声音）呈现一次，或以单模态呈现两次（一次为图片，一次为声音）。在实验1中，我们发现两种模态下学习的项目具有优势。这种优势并不依赖于图片和声音的时间对齐，这给将多感官整合作为一种解释带来了问题。在实验2中，我们发现同一模态下项目的重复比不同模态下的重复产生了更好的记忆表现，并且我们发现当学习和测试形式相同时，记忆表现比它们不同时更好，这支持了编码特异性的作用。我们得出结论，只有当测试项目也是多模态时，学习期间的多模态呈现才有利于记忆。此外，这种优势更有可能由学习 - 测试重叠来解释，而非多感官整合。
