Modality effects in false recall and false recognition.

Abstract

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.

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