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Effect of Input Modality and Orienting Task on Memory

Researchers have long examined the effects of two major factors on memory, orienting task ( 1 ) and modality of input ( 2 ) . While it is clear, however, that orienting task and input modality independently affect retention, no study has examined whether specific interactions occur when these two factors are varied within a single experiment. In the present study, 66 subjects were assigned to one of three task conditions (semantic, structural and control), and to one of two modality conditions (auditory and visual). Subjects in both modality conditions were presented a list of 60 words, one word every 5 sec. Subjects given the semantic task were required to focus their attention on the meaning of each word by deciding whether it was active or passive. Those given the structural task were instructed to count the number of e's each word contained. Control subjects were given standard learning instructions which did not include an orientingtask requirement. All subjects had a recall and then a recognition test following the list presentation. The recognition test consisted of GO target items and 120 distractors printed in a test booklet. A 2 x 3 between-subjects analysis of variance was performed on the recall scores and another was performed on the recognition data (see table). Analysis of the