Able mathematics students had better short-term memory than mathematics disabled students; they recalled best when information was presented aurally, while poorer math students recalled better with visual presentations. (JD)

Since similarity inhibits learning, children will have greater difficulty learning responses that are more similar to each other; the instructional procedure of separating similar sounds was evaluated in two experiments. (DMT)

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…

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)