CONJOINT PROCESSING OF TIME-COMPRESSED NARRATION IN MULTIMEDIA INSTRUCTION: THE EFFECTS ON RECALL, BUT NOT RECOGNITION

Although previous research shows verbal recall of time-compressed narration is significantly enhanced when it is accompanied by a representational adjunct picture (Ritzhaupt & Barron, 2008), the reason for this increased performance remains unclear. One explanation, explored in the current study, is based on the Conjoint Retention Hypothesis (CRH), which posits that mentally stored visual information can serve as a secondary retrieval cue that boosts recall of related verbal material. Four groups of participants (N = 153) listened to a compressed audio narration at different rates of speed. The narration was accompanied by visuals, 50% of which were pictorially-related and 50% of which were pictorially-unrelated. Results show the type of information significantly influenced the recall, but not the recognition performance. While CRH provides the most feasible explanation for the increased recall, the generative-recognize view best explains the differences between recognition and recall performance.