Describes a study of undergraduate students at Pennsylvania State University that was conducted to assess the impact of instructional color coding on visually and verbally oriented tests and on field dependence independence. Use of the GEFT (Group Embedded Figures Test) is discussed, and differences in cognitive processes are considered. (11…

Reviews study of undergraduates which evaluated the effects that variations in depth of information processing have on students' memory systems in terms of their ability to acquire and retrieve information related to different types of instructional objectives. The effect of visual versus verbal testing of visualized instruction is also examined.…

Describes the third in a series of studies investigating effects of psychological variable of encoding specificity on cognitive learning, test design, and visualization during instruction and testing. Encoding specificity, its application to classroom learning and testing, and its significance to educational technology are explained. The first two…

Research was conducted to further investigate the results of an earlier 1985 study (Dwyer, et al.) which found that a moderately externally-paced microcomputer-based instructional program was more effective than either a self-paced or a more aggressive externally-paced condition. Instructional programs (heart parts and verbal labels) were…

This report describes an experiment concerned with a possible relationship between the inability to learn basic educational skills, such as reading and writing, and the inability to organize incoming stimuli for communication purposes, in spite of adequate intellectual potential. The study had three main tasks. The first problem was to develop a…