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Direct linkSwain, Jeff; Munyofu, Mine; Kidwai, Khusro; Lin, Huifen; Ausman, Bradley; Dwyer, Francis – Association for Educational Communications and Technology, 2004
The purpose of this study was to test the principle of modality by using audio to deliver verbal information when that information is designed to support non-verbal information such as animations in a computer-based lesson. This was done by comparing the effect of two types of audio support mechanisms- a simple support mechanism consisting of…
Descriptors: Undergraduate Students, Verbal Stimuli, Academic Achievement, Computer Assisted Instruction
Peer reviewedRiding, Richard; Cheema, Indra – Educational Psychology: An International Journal of Experimental Educational Psychology, 1991
Discusses research on cognitive styles and strategies. Groups labels into two principle styles. Describes the wholist-analytic style, examining whether an individual tends to process information in wholes or parts, and the verbalizer-imager style considering whether an individual is inclined to represent information during thinking verbally or in…
Descriptors: Cognitive Psychology, Cognitive Style, Field Dependence Independence, Higher Education
Peer reviewedRiding, 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
