Describes an experiment in two beginning English classes with simultaneous presentation of the material visually and aural-orally. The experiment and subsequent tests are evaluated. Concludes that the "visual-learning" type of student does well here, but that further research is needed before firm conclusions can be drawn. (Text is in German.)…

Encourages visual notetaking to help students improve learning. Emphasizes that when students use verbal and visual cues, the entire brain is called to action. Specific examples of notetaking such as "T-line,""Stickperson," and "Star models" are illustrated. (BR)

New optical information storage technologies such as the interactive video disc make possible change in how students will learn in classrooms of the future. Similar historical developments whose influences were wide ranging are discussed. Ongoing studies of interactive video applications at Massachusetts Institute of Technology are described. (JL)

Discusses the findings of a recent study concerning the ability of an infant to see an object as a symbol. Reports that infants between 36 and 39 months old significantly outperformed informed infants between 30 and 32 months old on a symbolic task. (TW)

Reports on a study in which the symbolic relation between a scale model and the larger space that it represents was displayed by two groups of young children. Three-year-old children outperformed 2.5-year-olds in finding an object in a room after seeing an analogous object hidden in a model. (TW)

Examines the feelings, learning, and diffusion effects resulting from the Challenger explosion using a two-pronged approach both in a cross section and an over-time panel design. Indicates that television reliant individuals were the most knowledgeable about the disaster and also significantly more likely to recall accurately the "visual…

Maintains that scientific illustration helps students develop visual acuity and drawing proficiency. Demonstrates how intermediate-grade students can combine elements of science and art through various scientific illustration projects. (JDH)

Identifying the strengths of visual processing in high school mathematics is considered. The development of an instrument to assess mathematical processing is described. Then the kinds of visual imagery found in children in England and Natal are presented, along with difficulties and benefits experienced by visualizers. (MNS)

Examines the relationship between visual attentiveness, search behavior, and duration of independent mobility for 56 eight-to ten-month-old infants when presented with three versions of the Piagetian Stage IV object permanence task. (HOD)

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

To manipulate analytic and holistic thinking and their effects in learning, a study used visual and verbal processing modes combined with analytic and holistic learning strategies. Results showed that analytic information processing habits in college students may facilitate learning. (Author/JMK)

Results indicated a significant difference between the 18 normal readers and the 36 learning-disabled readers on tasks matching auditory temporal to visual-spatial and auditory-temporal to visual-temporal but not on the visual-temporal to visual-spatial task. Results were interpreted in terms of learning-disabled readers being deficient in…

This paper describes a theoretical framework for the investigation of some specific types of visual learning difficulties commonly experienced by biology undergraduates. The framework was developed based on the findings of three simple qualitative pilot studies. A variety of neurological, cognitive and cultural mechanisms can influence what humans…

This study attempted to show that students that are classified as visual learners will score higher on standardized tests than those students that are classified as non-visual learners because visual learners possess the traits needed to do well on standardized tests. The study used (33) visual and (33) non-visual adult learners in the adult basic…

Findings from an experiment designed to discover if color could improve learning from television. (Author/HB)