Report from the Wisconsin Research and Development Center for Cognitive Learning, supported in part as a research and development center by funds from the United States Office of Education, Department of Health, Education, and Welfare. (VM)

Although subjects were able to adapt to loud noise and other stressors in laboratory experiments, they clearly demonstrated adverse aftereffects. (DM)

The data from the present experiment suggest that distraction may interfere with attitude change by decreasing reception of the message, and may increase attitude change by increasing yielding to the message. (Authors)

The present data offer more support for linguistic'' approaches to teaching reading. (Authors)

Results suggest that Ss store some of the auditory and visual information in modality-dependent memory systems and that storage order determines recall accuracy. (Author)

Research performed pursuant to a grant from the Office of Education, U.S. Department of Health, Education and Welfare; also supported by the Advance Research Projects Agency of the U.S. Department of Defense. (VM)

Special edition devoted to media in modern language instruction. (RS)

The stability of Teplovian sensory individual difference dimensions is estimated to facilitate their integration into sensory dimensional analysis work in human learning. (PR)

Deals with the interaction of general arousal and aggressive stimuli on subsequent aggressive behavior. Results showed that subjects who underwent both treatment conditions exhibited the most aggression. Bibliography and tables. (JB)

Examines the relationship between children's attention and comprehension of auditory and visual information on television. After viewing a videotape of "Sesame Street" with visual, auditory, or no distractors, 60 five-year-olds were asked comprehension questions. Findings indicated that children could process auditory and visual…