In conjunction with oral instruction in social studies, students were assigned to one of five organizer treatment conditions. Treatment conditions consisted of an advance or a post organizer presented visually or orally. Results indicated that nonwritten cognitive organizers facilitated both the learning and the retention of oral instruction.…

Groups of extrovert, ambivert, and introvert children, aged 8, saw pictures with a taped commentary about each. On an immediate recall test, extroverts recalled most if given the commentary before the picture, introverts did best when the picture came first, and ambiverts performed similarly in both conditions. (Author/SJL)

A study examined the effects of visual-verbal redundancy and recaps on learning from television news. Two factors were used: redundancy between the visual and audio channels, and the presence or absence of a recap. Manipulation of these factors created four conditions: (1) redundant pictures and words plus recap, (2) redundant pictures and words…

Major findings of this study involving undergraduate music majors showed that the variables of language-bound/language-optional and field dependence/field independence significantly affect aural skill learning. The relationship of reflection/impulsivity to achievement in aural skills was found to be negligible. (Author/RM)

Examines the effects of humorous distortions on children's learning from educational television. Measured information acquisition and funniness after exposure, and concludes that humor in educational messages that distorts information will give children faulty impressions of novel phenomena. (MM)

An investigation of a saturation advertising campaign to acquaint the public with changes in radio wavelengths showed that repeated presentation of material does not lead to learning unless appropriate encoding occurs. Such encoding will occur when subjects are allowed to use previously acquired learning strategies. (PMJ)

In a study 12 normal children and 12 reading disabled (word recognition difficulties) children (mean age 9.2 years) were compared for reading and listening comprehension to test whether disabled readers, given an auditory presentation, would show comprehension of material comparable to that of normal readers given visual presentation. (PHR)

This paper reviews research indicating that children use images to improve comprehension and production of text; argues that images and sounds can effectively bring children's cultures into the classroom; and studies how eight elementary children used a multimedia composing environment, focusing on the nature of their preferred symbol systems and…

Researchers examined student listening and reading performance to determine weaknesses in listening and reading comprehension, questioning whether performances of students with such problems suggest differences in processing strategies. Results showed significant between-group listening and reading differences. Using listening to measure optimal…

Examines one aspect of the cognitive development of preservice education students, the ability to utilize different modes of mental representation. Finds associations between the level of mathematics experience and both the ability to utilize three different modes of mental representation (enactive, visual, and verbal) and the overall use of…

Most students prefer visual input--through normal development or instructional reinforcement--yet, most teachers provide information to be taken in by listening. This mismatch can confound the learning process. To determine how well teachers listen and what their teaching/learning preferences might be, more than 200 educators provided data about…

Vietnam veterans enrolled in special reading classes at a community college were the subjects in a comparison of the effects of presenting programed spelling materials by a visual and by an auditory approach. Two groups of 30 students each were randomly selected from 120 veterans enrolled in the special reading classes; during an eight-week…

Pairs of undergraduate students were instructed to engage in metacognitive activities, elaborative activities, or neither while listening to prose passages. Results of a recall test suggested that metacognitive activity facilitated cooperative learning, while elaborative activity transferred to a later individual learning activity. (Author/GDC)

A study found that notetaking training affected sixth grade students' notetaking style but did not result in superior retention of aurally presented material. There were significant interactions between instruction in notetaking and the recording of notes, sex of student and notetaking, and notetaking and time. (Author/PP)

The purpose of this study was to evaluate the effectiveness of a creative-comprehensive approach (students creating original music by assuming the roles of composer, performer and analytic listener) when compared with a performance approach (students engaged in the performance and aural analysis of preselected folk and traditional music).…