NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Sound-Symbol Learning in Children with Dyslexia.
Peer reviewed Peer reviewed
Gang, Marjorie; Siegel, Linda S. – Journal of Learning Disabilities, 2002
This study evaluated the effect of sound-symbol association training on visual and phonological memory in children (n=24) with a history of dyslexia. Comparison with controls matched for either age or reading level found children with dyslexia or whose dyslexia had been compensated demonstrated a variety of visual and phonological memory deficits,…
Descriptors: Aural Learning, Decoding (Reading), Dyslexia, Elementary Education
Lessons from Television: Children's Word Learning When Viewing.
Peer reviewed Peer reviewed
Rice, Mabel L.; Woodsmall, Linda – Child Development, 1988
Preschoolers were assigned to experimental and control groups to investigate whether they could learn novel words when viewing television and whether the learning was influenced by age or type of word. (PCB)
Descriptors: Age Differences, Aural Learning, Comprehension, Language Acquisition
Intermodal Learning in Infancy: Learning on the Basis of Two Kinds of Invariant Relations in Audible and Visible Events.
Peer reviewed Peer reviewed
Bahrick, Lorraine E. – Child Development, 1988
Examines the development of intermodal perception in infancy by means of a new method, the intermodal learning method. Results support the claim that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning. (Author/RWB)
Descriptors: Auditory Stimuli, Aural Learning, Cognitive Processes, Infant Behavior
Young Children's Processing of Television: Modality Differences in the Retention of Temporal Relations.
Peer reviewed Peer reviewed
Hayes, Donald S.; Kelly, Suzanne B. – Journal of Experimental Child Psychology, 1984
Examines modality differences in preschoolers' ability to recognize or recall temporally related events and extends Ward and Wackman's model by evaluating whether the assumed "visual viewing style" applies to preschoolers' processing of temporal relations. Results demonstrated that temporally related events were remembered more…
Descriptors: Aural Learning, Childrens Television, Cognitive Processes, Comprehension
Fragments: The Implications for Teachers, Learners and Media Users/Researchers of Personal Construal and Fragmentary Recollection of Aural and Visual Messages.
Peer reviewed Peer reviewed
Mason, John H. – Instructional Science, 1988
Describes the fragmentary recall of aural and visual messages and discusses the implications for instructional design. Topics discussed include cognitive processes; the characteristics and selection of various media and the relationship to fragment processing skills; classroom activities based on fragmentary recall; and direction for further…
Descriptors: Aural Learning, Classroom Techniques, Cognitive Processes, Educational Theories
Effects of Content Sequencing and Presentation Mode of Teaching Material on Learning Outcomes.
Hobbs, D. J. – Programmed Learning and Educational Technology, 1987
Description of a study which formulated a model of the cognitive processes involved in learning statistics material via computer assisted learning (CAL) focuses on mode of presentation (aural or visual), sequence of the material, and previous mathematical experience. Textual analysis is discussed and implications of the results for design of CAL…
Descriptors: Analysis of Variance, Aural Learning, Cognitive Processes, Computer Assisted Instruction
Cognitive Style and Pupil Learning Preferences.
Peer reviewed Peer reviewed
Riding, Richard J.; Read, Geoffrey – Educational Psychology, 1996
Surveys 78 British secondary school students and correlates their responses regarding preferences in learning styles to information previously determined by the computer-presented Cognitive Styles Analysis. Examines the students' preferences for group, pair, or individual work, as well as, open and closed tasks. (MJP)
Descriptors: Aural Learning, Cognitive Processes, Cognitive Style, Computer Uses in Education