ABSTRACT
For 103 years now since Ebbinghaus (1885), a great majority of human learning and memory phenomena have been investigated in the sensory context of vision. It was considered the primary input channel for stimulus-item information. The identity model was no exception; its theoretical formulation and evolution are based on the visual processing of data. However, the identity model is not sensory modality specific. Irrespective of sensory modality, temporal relationships between study (S) and test (T) events remain the same under the anticipation and study-test methods in Equations 1 and 2 given earlier in this chapter, as do the retention (S-T) interval distributions (Fig. 8.1). Consequently, there seems no reason why the identity model, if valid, should not withstand empirical scrutiny when auditory stimuli are involved.
