پنجشنبه 29 شهریور 1403
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دوره 4، شماره 2 - ( تابستان 1381 )
جلد 4 شماره 2 صفحات 88-67 |
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Afzalnia M R, Foster J. Memory from Presentation Modes: Evidences from Communication, Educational and Media Studies
. Advances in Cognitive Sciences 2002; 4 (2) :67-88
URL: http://icssjournal.ir/article-1-458-fa.html
URL: http://icssjournal.ir/article-1-458-fa.html
افضل نیا محمدرضا. Memory from Presentation Modes: Evidences from Communication, Educational and Media Studies
. تازه های علوم شناختی. 1381; 4 (2) :67-88
1- گروه روانشناسی، دانشگاه اراک، اراک، ایران.
چکیده: (1922 مشاهده)
In comparing reading, listening and TV presentation modes, we are dealing with diverse literature. More interest has been shown in the history to compare learning and memory from reading and listening than any other communication forms. TV invention in 1950s has revolted the convention into a wider dilemma. More recent literature review in comparative media indicates that there are widespread discrepancies among the reports on memories from presentation modes. Various explanations have been put forward to account for these differences. Different accounts portrait various reasons; depending to which decade and to what scope they belong. Literature from education and accounts from media and communication studies raise the issue of channel augmentation, channel enrichment, symbol system, and signal redundancy as the main topics affecting memory from presentation modes. Learning from media is best measured up when recalls from these modes are usually compared. When comprehension and learning mixes with memory issues in the measurement of input processing from each mode, the complicated cognition and its principal information processing measures become of the major concern. This paper shows how research into aspects of bisensory augmentation of TV versus other modes, is sparse, unconvincing and sporadic, and attempts to explain the reasons. To achieve this goal, the shortcomings of the literature with distinct theoretical stands on this subject of channel comparison are identified. It is shown that all these factors have produced a multi-dimensional perspective, convincing that the comparison is too complex to allow a simple evaluation. This paper also explores broad underlying cognitive effects in comparative conditions of presentation modes. In this article brief summary of factors that have not been considered in comparative media are explained. It is suggested that instead of formal comparison of these modes on surface, by looking at the underlying factors and applying cognitive psychological findings to this area can make the borders clearer.
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