The phrase "a modality effect" is correct and usable in written English.
It can be used in contexts related to psychology, education, or communication, often referring to the influence of different modes of presentation on learning or perception.
Example: "The study revealed a modality effect, indicating that students learned better when information was presented visually rather than verbally."
Alternatives: "a mode effect" or "a presentation effect".
The results revealed a reverse modality effect, wherein participants studying written text outperformed those studying spoken text on tests of free recall, matching, comprehension, and spatial recall, but not mental effort.
For example, "What are the risk factors for suicide in adolescent depression?" These factors can be causal (eg a treatment modality), effect modifiers (eg age) or just associations or markers.
There was a significant stress modality effect, with children exposed to the fear condition reaching peak cortisol levels at 25 min poststress and those exposed to the frustration condition reaching peak levels at 45 min poststress.
For example, studies investigating the impact of presentation modality in working memory have consistently shown that when the modality of presentation is auditory rather than visual, superior recall for auditory items occurs, a finding known as the "modality effect" (e.g. Greene, Elliott and Smith, 1988).
A statistical parametric map of the ANOVA modality effect was thresholded at F1,10 = 6 (P < 0.05) (Table 1, modality effect).
This article reviews research on the modality effect, the educational practice of presenting to-be-learned graphical information visually, and related textual information through an auditory mode.
The results of this study document large and significant embodied agent and image effects on the posttest (particularly retention items) but surprisingly no modality effect was found.
The strong observed modality effect under system-paced conditions must be weighed against the additional cost of developing audio-visual instructional materials.
These findings are discussed in the context of two popular explanations of the modality effect: the cognitive resources explanation and the perceptual resources explanation.
