Compares the visual and auditory processing factors of the Woodcock Johnson Tests of Cognitive Ability, Revised (WJR COG) and the visual and auditory memory factors of the Learning Efficiency Test, II (LET-II) among 120 college students. Results indicate two significant performance differences between the WJR COG and LET-II. (RJM)

Cross-modal and intramodal matching ability with visual and auditory content was studied in low, normal, and high IQ fourth-grade children (N=240) who were also administered tests of simultaneous and successive syntheses. Results indicated that simultaneous and successive central processes are involved in modality matching performance and that…

Investigated the extent to which 3.5-month-old infants trained in amodal auditory-visual relations between falling objects and the sounds they made could generalize their intermodal knowledge to a new task and across events. Found that infants tested with familiar events and with events of a new color or shape showed learning and transfer…

Indicates that the auditory modality was superior to the visual/written modality in learning and retention. (RB)

The study is concerned with auditory versus visual presentation of several kinds of verbal materials: (1) word pairs; (2) sentences; and (3) prose passages. Ninety-six fourth and sixth graders from a predominantly white, middle class suburban area served as subjects. Major hypotheses included: (1) a mode-by-materials interaction would exist such…

Possible interactions of individual learning differences and mode of presentation were investigated in college students. Individual differences in learning were found to be reliable and just as predictable across as within modalities. Subjects could not be reliably classified in terms of auditory-visual preference scores. (Author/BH)

This 25-item test is intended to help educators identify whether students process language primarily through auditory, visual, or kinesthetic means. In the first five sections of this 9-minute test, students are instructed to read five 3-paragraph sets and select the paragraph in each set that is easiest for them to read. In questions 6 through 15…

Describes the four types of learning modalities (kinesthetic, tactual, auditory, and visual) and provides suggestions for adapting teaching styles. (SK)

Discussion of instructional materials design highlights perceptional modality preferences. Research on perception is reviewed; preferences for audio versus video, verbal versus pictorial, and listening versus reading are described; learning styles are considered; and theoretical and practical implications for audiovisual designers are suggested.…

Describes visual, auditory, and kinesthetic learning modes and suggests children's literature that corresponds with each mode. Characteristics of students who prefer one of the three modes are given, and examples of children's literature appropriate to each group are provided. (KRN)

A clinical psychologist describes an approach she uses to assess learning disabled students. She explains that brain function is analyzed through a sequence of tasks charting visual and auditory discrimination, perception, memory, organization, integration, and output. An example is cited in which an 11 year old child with traumatic brain injury…

Following a review of the literature on responses of autistic persons to environmental stimulation, three experiments are detailed which examine the relationship between modality preference and rate of acquisition of a discrimination task. First, seven autistic children's preference for colored lights and/or simple tones was assessed in a sensory…

The comprehension of rate-altered recordings by 30 learning disabled children (7- to 10-years-old) was investigated in an attempt to determine whether providing instruction by way of an advantaged modality would result in more effective learning. Ss were divided into two groups, auditory and visual, on the basis of identified communication channel…

The major objective of this study was to compare the effects of two modalities of instruction and testing--aural and visual. Other considerations were sex differences in achievement and the exploration of a relationship between sex identity and achievement. The eighth grade boys and girls of average intelligence who participated in this study…