Figurative (visual representation) and commentator (verbal representation) functions and their use in audiovisual media are discussed. Three categories each of visual and aural media are established: real images, artificial forms, and graphic signs; and sound effects, music, and the spoken language. (RAO)

Several theoretical issues are reviewed which address the pictorial vs. verbal characteristics of media and provide a beginning framework for understanding how these influence learning. (STS)

Concludes that combined audiovisual presentations were significantly superior to either audio or visual presentations of information, thus confirming the validity of the Cue Summation Theory. (RB)

Media education, evolved from film study, screen education, and visual literacy, is concerned with expanding learners' capability in nonprint communication, especially in the areas of film, still photography and television. Its objectives are to assist learners to interpret and utilize the mass media they encounter, and to foster individual…

Speech instruction can be broadened through the use of various types of audiovisual communication. (CH)

A discussion of courses in the history of film and theory and practice of filmmaking which have created a problem in that students are often required to learn a technical vocabulary that is new to them. (Author)

An account of a photography project in a senior English literature class for low ability students. The results: Involved motivated students, an increased level of enjoyment in school, as well as increased visual awareness. (Author/JB)

A resume of the courses taught by the Centre for film and television education at all levels of education. It is also valuable for the training of visual perception in general. (Author/HB)

An evaluation of the use of multimedia education channels for continuing physician education. (CH)

A discussion of how the information explosion will require instantanious visual communication. (HB)

Argues that visual literacy should be studied through a cognitive approach, and describes principles of punctuating and structuring that can be used to develop a new standard of experimental validity. Triadic interaction theory and the role of strategies in research are discussed, as well as a new orientation to research. (BK)

Considers issues that need to be addressed when incorporating audio in courseware design. Topics discussed include functions of audio in courseware; the relationship between auditive and visual information; learner characteristics in relation to audio; events of instruction; and audio characteristics, including interactivity and speech technology.…

The 31 papers in this collection represent approximately 35 percent of the manuscripts which were submitted for consideration to the Research and Theory Division of the Association for Educational Communications and Technology (AECT) for presentation at the 1980 AECT convention. All papers were subjected to a blind reviewing process and the ones…

Presents an interpretation of the history of the development of visual and verbal language, and argues for the place of electronic technologies of visual and oral languages in the language arts curriculum. (DF)

Examines developmental changes in children's ability to comprehend visual and verbal narrative. Finds that understanding and integrating temporal aspects of a narrative is more difficult for young children when the story is presented visually than when presented verbally, whereas older children comprehend narratives in both formats equally well.…