Abstract:
The current study examined the relationship between modality effects in administration of the Digit Span facing the examiner during administration. For Group 2, the individually administered the Digit Span. The students were of the examiner sat behind the student. Each of the groups was divided by gender. the examiner available to them, thus only the auditory Auditory and visual modalities were studied. Title: Effects of Modality of Administration on Performance Students assigned to Group 2 were administered the Digit Span as directed in the manual, except they were not Seventy-four lower division psychology students were subtest of the Wechsler Adult Intelligence Scale-Revised. combining Digits Forward and Digits Backward. It was cues (visual modality) from the examiner for enhancing recall. The students in Group 2 would not have the visual cues from Digit Span as directed in the Wechsler manual. Digit Span. Students in Group 1 were administered the randomly separated into two groups for administration of the modality would be implemented. Using the mean scores obtained in each group, the variables of gender and administration modality were analyzed for effect on response scores using a 2 x 2 ANOVA. This analysis of the data found that the availability versus the non-availability of facial cues in Digit Span administration produced no significant effects upon response score within or between genders.
