Reports that no significant relationships were found between the selected visual perceptual, visual motor, and inter-sensory integration skills and reading achievement. (TO)

To test the theory that retardates are particularly slow in forming some visual habits, especially attention, a series of experiments were performed using a laboratory device which forced subjects to discriminate between color and form in exchange for an incentive reward. Stochastic models were applied to tests of lower level retardates which…

An experiment was conducted to ascertain the effectiveness of various attention-directing techniques in improving visual learning. One 1st and one 4th grade class from each of four elementary schools in Cedar Falls, Iowa were each divided into four treatment groups. Four cueing methods--a large arrow, a small arrow, a pointer, plus a control…

The influence of artistic style and number of pictures was investigated relative to the ability to associate these pictures with the addition and subtraction of whole numbers. (MP)

Reports on a research study which compared children's verbal and nonverbal responses to music stimuli. Also examines the relationship between verbal and visual responses. Concludes that educators should continue to search for efficient sequencing of associative pairings of oral/visual stimuli in order to make traditional music terminology more…

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

Visual stimuli to include solid objects, photographs, and drawings of the objects were used to study the process of visual perception as an inherent part of visual observation and visual comparison skills. Found that the different types of stimuli affected performance. (EB)

Thirty-three second graders participated in a study to discover the value of teaching concepts using picture attribute chunking (PAC). It was hypothesized that PAC would yield superior concept learning performances compared to a picture attribute list (PAL) treatment and a word-alone treatment. The children, selected on the basis of a pretest that…

Modern educational theory suggests that the learning of a visual science concept is best taught using a combination of pictorial and verbal instruction describing these characteristics and examples and best evaluated using words and visuals not used during instruction. Recent research suggests a four-step instructional-testing model usable by…

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…

Children in kindergarten, third grade, and fifth grade were presented a list of either pictures or words (with items presented varying numbers of times on the study trail). In both picture and word conditions, half of the subjects estimated how many times each item had been presented (absolute judgments) and the other half judged which of two…

Children at the preoperational and concrete operational levels are influenced by a variety of perceptual cues other than subject matter when classifying paintings. While younger children had little difficulty in classifying paintings done in three stylistic categories, older children were able to perform this task with significantly greater…

Examines the influence of gender, reading level of student, and source of data on science concept formation and retention. Results indicate that reading level of students does influence science concept formation and retention, but gender and source of data (method of instruction) do not. (MA)

To assess the importance of visual attributes relative to acoustic and semantic attributes in children's encoding, a 64-item recognition test was administered to first- and sixth-grade children. Recognition items were linedrawings of simple objects accompanied by aural labels. By manipulating the picture, label, and referent in various…

Reports the results of a study of 7- to 11-year-old boys (n=100) designed to explore the use of visual and auditory information in learning to spell. Results showed that only with 10- and 11-year-olds did visual information produce better results than auditory presentation alone. (JDH)