Encoding variability explains the multisensory benefit in recognition memory.


Journal

Journal of experimental psychology. Learning, memory, and cognition
ISSN: 1939-1285
Titre abrégé: J Exp Psychol Learn Mem Cogn
Pays: United States
ID NLM: 8207540

Informations de publication

Date de publication:
26 Oct 2023
Historique:
medline: 26 10 2023
pubmed: 26 10 2023
entrez: 26 10 2023
Statut: aheadofprint

Résumé

Numerous studies have found better memory for multimodal than unimodal stimuli. In these studies, however, multimodal stimuli consist not only of multiple modalities, but also of more varied information than unimodal. Therefore, in the present study, we investigated encoding variability as an explanation for the multisensory benefit. Written words were studied together with two different orienting questions that promoted processing of same modality (both visual or both auditory) or different modality information (one visual and one auditory). In Experiment 1, recognition memory did not differ between constant modality and varied modality conditions. In Experiment 2, we replicated this effect with items that were repeated at a lag and we found an advantage of any type of encoding variability (within and between modality) compared to a condition in which the same orienting question was repeated. In Experiments 3 and 4, these findings were replicated when there was a day delay between study and test. We conclude that we did find an encoding variability benefit on memory, but no multisensory benefit. This conclusion challenges the sensory integration explanation and provides support for encoding variability as an explanation of the multisensory benefit. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Identifiants

pubmed: 37883047
pii: 2024-20166-001
doi: 10.1037/xlm0001305
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Auteurs

Daan Hendriks (D)

Department of Psychology, Education and Child Studies, Erasmus University Rotterdam.

Peter Verkoeijen (P)

Department of Psychology, Education and Child Studies, Erasmus University Rotterdam.

Diane Pecher (D)

Department of Psychology, Education and Child Studies, Erasmus University Rotterdam.

Classifications MeSH