title: The picture superiority effect in a cross-modality recognition task.
abstract: Words and pictures were studied and recognition tests given in which each studied object was to be recognized in both word and picture format. The main dependent variable was the latency of the recognition decision. The purpose was to investigate the effects of study modality (word or picture), of congruence between study and test modalities, and of priming resulting from repeated testing. Experiments 1 and 2 used the same basic design, but the latter also varied retention interval. Experiment 3 added a manipulation of instructions to name studied objects, and Experiment 4 deviated from the others by presenting both picture and word referring to the same object together for study. The results showed that congruence between study and test modalities consistently facilitated recognition. Furthermore, items studied as pictures were more rapidly recognized than were items studied as words. With repeated testing, the second instance was affected by its predecessor, but the facilitating effect of picture-to-word priming exceeded that of word-to-picture priming. The finds suggest a two- stage recognition process, in which the first is based on perceptual familiarity and the second uses semantic links for a retrieval search. Common-code theories that grant privileged access to the semantic code for pictures or, alternatively, dual-code theories that assume mnemonic superiority for the image code are supported by the findings. Explanations of the picture superiority effect as resulting from dual encoding of pictures are not supported by the data.
authors.affiliation: University of Lund, Sweden.
authors.forename: G
authors.initials: G
authors.lastname: Stenbert
authors.forename: K
authors.initials: K
authors.lastname: Radeborg
authors.forename: L R
authors.initials: LR
authors.lastname: Hedman
mesh_terms: D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D010364:Pattern Recognition, Visual; D011930:Reaction Time; D011932:Reading; D012153:Retention, Psychology; D012660:Semantics; D014706:Verbal Learning