It was observed that memory scores were higher for auditory modality and combined (auditory-visual) modality when compared to visual modality, with no significant difference between the auditory and combined modality. The study revealed the effect of modality only for the memory score. Pillai & Yathiraj (2017) studied the effects of modality on four different memory skills (memory score, sequence score, memory span and sequence span). Frick (1984) studied the effect of modalities on digit span duration task and found superior span duration for bimodal presentation when compared to unimodal. Research on short term memory skills has been examining the effect of bimodal and unimodal presentation of information on the recall performance. Short term memory (STM) skills are dependent on the modality of presentation of stimuli ( Goolkasian & Foos, 2002 Paivio et al., 1975). These findings also highlight the use of visual stimuli while assessing speech, language, and cognitive skills in younger children. The study implications emphasize on the use of visual stimuli for teaching new vocabularies, skills, and concepts in younger children. The findings of the study could be attributed to the "visual superiority effect", "encoding specificity principle of memory" and "multimedia effect." Conclusion: Recall abilities were observed to increase with age, with the existence of asynchrony in the auditory-visual and auditory recall scores indicating the firm reliance on the modality of presentation of word. A marginal difference was observed for the recall of auditory-visual words in comparison to recall of words in the auditory modality wherein older children recalled better in comparison to younger children. The recall performance was strongly related to the modality of the presentation of words. Results: One-way analysis of variance revealed a significant difference in the overall recall abilities of children.
![memory pictures words memory pictures words](https://busyteacher.org/uploads/posts/2014-09/1410968940_question-words-memory-game-0.png)
In this task, children were asked to recall the words mentioned in the story from a pictorial array. An animated story was shown to the children, following which a word recall task was performed. Methods: The study followed a cross-sectional design and comprised of 80 participants between the ages of 6 years to 9 years 11 months.
![memory pictures words memory pictures words](https://image.slidesharecdn.com/designyourownwordmemoryexperiment-101101163136-phpapp01/95/design-your-own-word-memory-experiment-1-638.jpg)
![memory pictures words memory pictures words](https://i.pinimg.com/originals/42/3d/01/423d0171c14f8504030a3435406662ad.png)
In the present study, we aimed to examine the modality effect in the recall of multimedia information among children between the age range of 6 years to 9 years 11 months. Background: An impressive amount of research has been conducted studying the modality effect on multimedia information in children from higher elementary school to college.