The influence of input and output modality on following instructions in working memory. Yang, T., Allen, R., J., Yu, Q., & Chan, R., C., K. Paper abstract bibtex 1 Following instructions is an important component of learning and has been shown to rely on working memory. This study examined the ability to follow instructions within working memory under varying input and output modalities. In Experiment 1, participants heard, read, or viewed demonstration of short sequences of instructions, and recalled either by oral repetition or physical enactment. There was a significant main effect of encoding, showing superior recall performance when instructions were demonstrated relative to spoken or written presentation. Experiment 2 examined whether recall is further improved when instructions are presented both in spoken and demonstrated form, relative to single modality presentation. The advantage for demonstration over spoken instructions was replicated, and dual input was superior to spoken instructions. However, dual input did not bring extra benefit compared to demonstration of instructions. We also observed a significant enacted-retrieval recall advantage. These findings suggest effects of both input and output modalities on the ability to remember and follow instructions in working memory. Outcomes substantially inform the underexplored but important new area of action-based working memory and its links to embodied cognition, with implications for pedagogic practice. Performing actions to command is a capacity that plays a key role in supporting everyday activities, e.g., rehearsing an instructor's commands when learning to drive, cooking new dishes following a recipe, or imitating a leading dancer's new movements. Instructions can vary in their input and output modalities, being delivered by oral commands, written directions, or demonstration. Response format can also vary, as instructions may be recalled through oral repetition or physical enactment. Little is known about the influence of presentation and response formats on the ability to follow instructions within working mem-ory; exploring this is the primary goal of the current study, with the intention of identifying implications for memory function and for the optimal methods of presenting and encoding instructions in practical settings. To our knowledge, this is the first study to directly examine verbal recall vs. physical enactment of instructions in a working memory task following demonstration, written, and spoken presentation. A body of earlier research exists investigating the enactment effect in memory for action events 1–5
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title = {The influence of input and output modality on following instructions in working memory},
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abstract = {1 Following instructions is an important component of learning and has been shown to rely on working memory. This study examined the ability to follow instructions within working memory under varying input and output modalities. In Experiment 1, participants heard, read, or viewed demonstration of short sequences of instructions, and recalled either by oral repetition or physical enactment. There was a significant main effect of encoding, showing superior recall performance when instructions were demonstrated relative to spoken or written presentation. Experiment 2 examined whether recall is further improved when instructions are presented both in spoken and demonstrated form, relative to single modality presentation. The advantage for demonstration over spoken instructions was replicated, and dual input was superior to spoken instructions. However, dual input did not bring extra benefit compared to demonstration of instructions. We also observed a significant enacted-retrieval recall advantage. These findings suggest effects of both input and output modalities on the ability to remember and follow instructions in working memory. Outcomes substantially inform the underexplored but important new area of action-based working memory and its links to embodied cognition, with implications for pedagogic practice. Performing actions to command is a capacity that plays a key role in supporting everyday activities, e.g., rehearsing an instructor's commands when learning to drive, cooking new dishes following a recipe, or imitating a leading dancer's new movements. Instructions can vary in their input and output modalities, being delivered by oral commands, written directions, or demonstration. Response format can also vary, as instructions may be recalled through oral repetition or physical enactment. Little is known about the influence of presentation and response formats on the ability to follow instructions within working mem-ory; exploring this is the primary goal of the current study, with the intention of identifying implications for memory function and for the optimal methods of presenting and encoding instructions in practical settings. To our knowledge, this is the first study to directly examine verbal recall vs. physical enactment of instructions in a working memory task following demonstration, written, and spoken presentation. A body of earlier research exists investigating the enactment effect in memory for action events 1–5},
bibtype = {article},
author = {Yang, Tian-Xiao and Allen, Richard J and Yu, Qi-Jing and Chan, Raymond C K}
}
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This study examined the ability to follow instructions within working memory under varying input and output modalities. In Experiment 1, participants heard, read, or viewed demonstration of short sequences of instructions, and recalled either by oral repetition or physical enactment. There was a significant main effect of encoding, showing superior recall performance when instructions were demonstrated relative to spoken or written presentation. Experiment 2 examined whether recall is further improved when instructions are presented both in spoken and demonstrated form, relative to single modality presentation. The advantage for demonstration over spoken instructions was replicated, and dual input was superior to spoken instructions. However, dual input did not bring extra benefit compared to demonstration of instructions. We also observed a significant enacted-retrieval recall advantage. These findings suggest effects of both input and output modalities on the ability to remember and follow instructions in working memory. Outcomes substantially inform the underexplored but important new area of action-based working memory and its links to embodied cognition, with implications for pedagogic practice. Performing actions to command is a capacity that plays a key role in supporting everyday activities, e.g., rehearsing an instructor's commands when learning to drive, cooking new dishes following a recipe, or imitating a leading dancer's new movements. Instructions can vary in their input and output modalities, being delivered by oral commands, written directions, or demonstration. Response format can also vary, as instructions may be recalled through oral repetition or physical enactment. Little is known about the influence of presentation and response formats on the ability to follow instructions within working mem-ory; exploring this is the primary goal of the current study, with the intention of identifying implications for memory function and for the optimal methods of presenting and encoding instructions in practical settings. To our knowledge, this is the first study to directly examine verbal recall vs. physical enactment of instructions in a working memory task following demonstration, written, and spoken presentation. 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In Experiment 1, participants heard, read, or viewed demonstration of short sequences of instructions, and recalled either by oral repetition or physical enactment. There was a significant main effect of encoding, showing superior recall performance when instructions were demonstrated relative to spoken or written presentation. Experiment 2 examined whether recall is further improved when instructions are presented both in spoken and demonstrated form, relative to single modality presentation. The advantage for demonstration over spoken instructions was replicated, and dual input was superior to spoken instructions. However, dual input did not bring extra benefit compared to demonstration of instructions. We also observed a significant enacted-retrieval recall advantage. These findings suggest effects of both input and output modalities on the ability to remember and follow instructions in working memory. Outcomes substantially inform the underexplored but important new area of action-based working memory and its links to embodied cognition, with implications for pedagogic practice. Performing actions to command is a capacity that plays a key role in supporting everyday activities, e.g., rehearsing an instructor's commands when learning to drive, cooking new dishes following a recipe, or imitating a leading dancer's new movements. Instructions can vary in their input and output modalities, being delivered by oral commands, written directions, or demonstration. Response format can also vary, as instructions may be recalled through oral repetition or physical enactment. 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