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Abstract: Synchronous presentation of visual and auditory wordpair of different lengths(2-16 words) and in different presentation rates (1″,0.5″) were usedfor simultaneous memorization. The results indicated that, in comparison with control tests (singlechannel), the efficiency of simultaneous memorization of visual and auditoryword-pair is lower, the № of errors is greater when only one word-pair istested; the efficiency of simultaneous memorization either becomes greateror shows no change and the № of errors becomes less as the amount oflearning material is increased around the sum of memory span; the efficiencyof simultaneous memorization is higher, the № of errors is less as the amountof words exceeds the sum of memory span. The variations or reaction time and the variations of the efficiency ofsimultaneous memorization were related (under some conditions of materialwas either at the short or long section). Visual immediate memory predominates as the amount of V-A words isless than the sum of memory pan; auditory immediate memory predominates as the amount of learning material exceeds the sum of memory span. The analysis of the order of recall, the difficulty of discovering theinserted meaning ful connection between V-A words even there were nomeanignful connections within channel and the comparison of the relativelarge № of errors of displacement with the much lesser amount of confusionbetween V-A words revealed that the tag of sensory channels is the mostsalient processing tag. The direction of the variation of the efficiency ofsimultaneous immediate memory and the variation of memory dominanceseemed to show that the processing of simultaneous immediate memory isdifferent according as the amount of laarning material is below or exceedsthe sum of memory span. The influence of presentation rate is relatinely slight. The results also inclined to indicate that practice may elevate theefficiency of simultaneous memorization.

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