Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…

Results indicated no interaction between modality preference and reading method. The visual method of teaching resulted in higher achievement regardless of modality preference; however, children with an auditory modality preference were generally superior in achievement compared to those with a visual preference. (Author)

Presented are observations and suggestions related to the design and expectations of an auditory learning experience with handicapped children. It is explained that comments are based on a 1973-74 project to evaluate auditory instructional materials in which 75 handicapped (blind, retarded, and developmentally disabled) and nonhandicapped…

Reported by the Great Lakes Region Special Education Instructional Materials Center are field test evaluation of 18 auditory instructional materials for use with handicapped children who learn best through the auditory modality. Among materials evaluated are a taped program on use of the abacus and a cassette audiotape on bird habits and sounds.…

One hundred and sixty-six second graders were administered the Illinois Test of Psycholinguistic Abilities (ITPA) and a visual and auditory memory test. Intraindividual discrepancies between a child's performance on comparable visual and auditory measures served to identify him as a visual or an auditory learner. Significantly more 5-year-old…