Limited Capacity Model of Motivated Mediated Message Processing

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The Limited Capacity Model of Motivated Mediated Message Processing ( LC4MP ) is a scientific theory by Annie Lang. It assumes that people have a limited capacity for cognitive information processing because they only use as much energy in reception as necessary. The basic assumption of the theory involves three cognitive processes: encoding, storage and information retrieval. The mental resources of a person are distributed over these.

Limited capacity theory

The allocation of mental resources can be recipient-controlled if information appears interesting or important to the recipient, or it can be unconscious or automatic, e.g. B. through orientation reflexes or through emotional / arousing stimuli . If the resource allocation is influenced by an orientation reflex, encoding energy is automatically consumed.

If a particularly large number of resources are used for one of the three cognitive subprocesses, fewer are available for the other two.

Encoding, storage and information retrieval

The limited capacity model assumes three sub-processes of information processing, to which the mental energy is distributed.

  1.  Encoding : This is the process in which environmental stimuli are recorded and processed further in the working memory. To measure the encoding of appropriated mental resources, a recognition test is used, in which recipients can select media content from a selection list. Recognized content is considered to be encoded.
  2.  Storage : This is about the storage of learned content by integrating it into existing knowledge in long-term memory. The more thoroughly a person thinks while retrieving knowledge, the easier it is for them to remember information that is stored later.
  3.  Information retrieval : In order to understand a content, it is important to refer to the content and context that has already been recorded. For this reason, it is important that media content is designed to be less complex and confusing, so that less energy goes into information retrieval. If information retrieval is successful, i.e. if there is quick access to learned knowledge, then it is referred to as free reproduction .

Consequences

With regard to the effects of the model, it can also be pointed out that the use of low-stimulus media content with simple stimuli guarantees a better and deeper understanding of the content to be learned than media that are complex and overstimulated. The reason for this is that when units with simple stimuli are used, less energy is lost to the first two subprocesses of encoding and storage and instead more cognitive resources are available for the third subprocess, information retrieval. This is decisive for the understanding of the content, as connections are established between already learned and new content on the basis of one's own prior knowledge (coherence formation).

However, if media content is too complex, there is a risk of so-called cognitive overload, whereby the total load exceeds the cognitive resources and thus no learning process can take place.

On the basis of an experiment, Lang (1995) confirmed this assumption by examining experimental studies in which single-channel content, which consisted of purely spoken or printed messages, was multiple-channel redundant with multi-channel content, the messages of which also contained images or film material , were compared. The results made it clear that the multi-channel content was clearly recognized more strongly (sub-process of encoding) and memory of it (sub-process of storage) was also predominant. However, the third sub-process, which is characterized by the free reproduction of the learning content, could not be fulfilled, from which one could conclude that there was no understanding of the content here.

Individual evidence

  1. ↑ a b Annie Lang: Defining audio / video redundancy from a limited-capacity information processing perspective . In: Communication Research . tape 22 , no. 1 , 1995, p. 86-115 .
  2. ↑ a b c d e W. Schweiger: Theories of media use. An introduction. VS, Wiesbaden 2007, p. 205-207 .
  3. ↑ M. Tibus: Cognitive Theory of Multimedia Learning (CTML) . In: Krämer, S. Schwan, D. Unz, & M. Suckfüll (eds.): Medienpsychologie. Keywords and Concepts . Kohlhammer, Stuttgart 2008, p. 91-96 .