AN EXPERIMENT TO DETERMINE EFFECTIVENESS OF VISUAL (VI) AND VERBAL (VE) PROGRAMED PRESENTATIONS ALSO VARIED RESPONSE MODE (ACTIVE VERSUS PASSIVE) AND ORDER OF PRESENTATION OF VI AND VE VERSIONS OF A SCIENCE LESSON FOR 200 GRADE 8 STUDENTS, TAUGHT VIA CLOSED CIRCUIT TELEVISION, THE FACTORIAL DESIGN REQUIRED EXPOSURE TO ONE LESSON VERSION, IMMEDIATE…

TO DETERMINE THE COMPARATIVE AMOUNT OF LEARNING THAT OCCURRED AND THE AUDIENCE REACTION TO MEETING EFFECTIVENESS, A 20-MINUTE INFORMATIVE SPEECH, "THE WEATHER," WAS PRESENTED WITH VISUAL AIDS TO 23 AND WITHOUT VISUAL AIDS TO 23 INFORMAL, VOLUNTARY, ADULT AUDIENCES. THE AUDIENCES WERE RANDOMLY DIVIDED, AND CONTROLS WERE USED TO ASSURE IDENTICAL…

To determine whether different long-term memory representations are necessary for verbal and visual material, subjects studied faces composed of visual features or verbal facts composed of concepts. Findings showed interference between verbal and pictorial information, and supported the ACT theory that pictorial and verbal materials are stored…

Rich visual stimuli provided by the television medium may affect youngsters' cognitive processes and strategies in academic performance. Previous studies have revealed that television viewing enhances their achievement test scores through grade four, but scores decline after grade four. This paper suggests that visuals used in instructional…

Investigates the additive memory effect of two modes of presenting information to elementary children on the retention of both images and words. Children represented more information in pictorial than in verbal form. The visual-verbal treatment group scored higher on most of both verbal and pictorial responses than the visual treatment group.…

Seventeen preschool children were administered two color-discrimination pretests, verbal and nonverbal. The five children who scored lowest were chosen to recieve the color program. Four scored elow 85 percent on the nonverbal pretest, whereas the other 12 children scored above 85 percent. On the verbal pretest, all five experimental subjects…

The extent to which pictorial presentation would facilitate the comprehension of text-like passages among two populations of fourth-grade students was investigated. Subjects were 64 students each in high-socioeconomic status (SES) white and low-SES black groups. Simple passages amenable to pictorial presentation were read over a programed tape to…

The value of verbal labeling is shown by a study of fourth-grade, eighth-grade, and college students who were shown pictures accompanied by short verbal descriptions. Verbal descriptions increased correct recognitions and rejections of unrelated distractors, while increasing false recognition of related distractors. Results were consistent for all…

The consistency of verbal and/or visual learning strategy and the effects of such strategies on the recall of concrete and abstract prose by third and fourth grade students were investigated. Using a learning strategy screening procedure, students were classified as demonstrating high, medium, or low dominance of verbal or visual learning…

Three experiments tested whether qualitative differences in processing of verbal materials result from congenital hearing impairment. Subjects were children with reading levels equivalent to grades 4 to 6. Experiment 1 used repeated measurements with two modes of response and two kinds of cues; experiment 2 used acoustic similarity to produce…