Visual-verbal paired-associate learning (PAL) is thought to be related to reading acquisition and, more specifically, to word reading skills. To date, the uniqueness and strength of this relationship has remained unclear because most studies have been conducted in opaque orthographies such as English, and few studies have controlled for all of the…

In various technology-enhanced learning (TEL) environments, knowledge co-creation progresses through multimodal interactions that integrate verbal and nonverbal modalities, such as speech and gestures. This study investigated two distinct analytical approaches for analyzing multimodal interactions--triangulating and interleaving--by applying them…

In this study, it is aimed to develop a measurement tool that can determine the learning styles of students in order to provide efficient learning environments in primary schools. For this purpose, a draft scale form consisting of 24 items defining verbal and visual learning styles on theoretical basis was prepared. Then, using the draft scale…

Many have argued for increased continuing education for working engineers, but relatively little research has been done on how to most effectively teach that group. Many have also recommended using learner characteristics to enhance learning, but relatively little is known about the learner characteristics of working engineers. In the study…

Multimodal texts are now part of the curriculum for school English, but they are by their nature inherently complex, and pose many challenges for the classroom. Not least is finding a way to manage the technical complexity of accounting for these texts, as well as finding a way to move students beyond simple observation and description to critical…

Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners…

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

Thirty-two preschool children were matched by age, sex, and pretest scores on spatial concept knowledge. Four groups were (1) instruction (see and hear) only, (2) verbal repetition, (3) fine motor treatment (hand manipulation), and (4) gross motor treatment (body movement). There was no difference in performance between groups given instruction…

A questionnaire to assess verbal and visual learning styles was developed based on the Verbalizer-Visualizer Questionnaire and analyzed, using a total of 477 college students in three studies. The three scales developed had adequate reliability and construct validity. The verbal learning style was most strongly correlated with verbal ability, but…

Describes three experiments conducted to examine the superior retention of related word pairs when the second word in the pair required active construction by the subject. The results confirm the importance of subjects' checking solution adequacy and of associative relationships in recall. (PMJ)

Evaluated contributions of age, presentation modality, task demand, and content structure to prose recall variation among adults. Tested 60 young and 60 older adults for recall of ideas in 641-word prose passage. Found recall for total number of idea units was significantly lower for older participants and for auditory presentation across both age…

A study of the ways science students transformed their teacher's description of cells suggests that learning is multimodal, arising from the interaction of visual, verbal, and linguistic communication. It demonstrates that learning is a process of selection, adaptation, and transformation of information across communication systems. (Author/SK)

In 3 experiments, the authors simulated air traffic controllers giving pilots navigation instructions of various lengths. Participants either heard or read the instructions; repeated either all, a reduced form, or none of the instructions; and then followed them by clicking on the specified locations in a space represented by grids on a computer…

Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)

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)