The tone, attitude and emotions of a speaker may convey more than his words -- and the leader must be perceptive to both. (Editor)

Results indicated that the groups were more accurate in identifying low-importance than high-importance units and that although nonretarded pupils were more accurate in identifying units of low and medium saliency than high saliency, retarded pupils did not differ in rating accuracy at the three saliency levels. (Author)

Examines research to determine whether the commonly recommended procedure of determining a student's potential reading level via listening comprehension is valid for the primary grades. Concludes that it is not. (FL)

Experiment 1 showed that LD adults and normal third graders recalled significantly less of a story they had heard than university adults; sixth graders and community college adults were intermediate. In Experiment 2, simple repetition was shown to be extremely effective for improving story recall. (Author)

Presents study designed to further evaluate the nature of spoken-language comprehension under conditions of varying perceptual load by manipulating different comprehension conditions. Investigates effects of subsidiary task paradigms on course of simultaneous comprehension processing. Argues that these can only be used when accompanied with probes…

The feasibility of using rate altered speech to reduce instructional time was investigated with 20 educable mentally retarded primary and intermediate level students assigned to either a normal or compressed speed group. The time compressed group was able to comprehend the same amount of material in less time than the normal speed group.…

Assesses juror comprehension of oral instructions used in criminal cases and indicates that instructions significantly increase comprehension. Areas of instruction most difficult to understand include definition of the crime; the terms information, reasonable doubt, and material allegation; and application of the concepts of reasonable doubt and…

Analytic (field independent) and global (field dependent) styles of learning in 96 sixth graders were tested using two instructional design techniques. Results indicate incorporation of attention directing techniques into an audio lesson will significantly enhance learning for analytic individuals. (Author/JEG)

Intact classes of university students viewed either a serious lecture or one of three versions of a humorous lecture. A test of comprehension and retention was given twice: immediately after the lecture and six weeks later. Results indicated that immediate comprehension was not facilitated by the use of humorous examples. (Author/MV)

This study examined language and fluency characteristics of single-utterance (SU) and multiple-utterance (MU)conversational turns produced by 15 preschoolers who stutter and 15 nonstuttering peers. Results suggest that MU turns are demanding for young children because they evoke relatively long and complex utterances and that clinicians should…