INDIVIDUALS LEARN AND RETAIN MATERIAL MORE EFFECTIVELY WHEN THEY ATTEND TO THOSE CHARACTERISTICS OF THE ENVIRONMENT ABOUT WHICH THEY ARE TO ACQUIRE INFORMATION. TRADITIONALLY GESTURAL AND SITUATIONAL ATTENTION DEVICES HAVE BEEN USED IN CLASSROOMS IN ORDER TO ATTRACT ATTENTION FOR SPECIFIC INFORMATION. IT IS POSSIBLE HOWEVER THAT MUCH MORE SUBTLE…

The students in an introductory college psychology course were given the option of attending live lectures (control group) or listening to audio-taped lectures (experimental group). Each experimental subject was issued a tape recorder, a set of lecture tapes, and a schedule of lecture topics as presented to the control group. Conducted in the fall…

This study investigated the effects of offering three instructional options (lecture, lecture-discussion, and independent study) to students in a large psychology lecture class. The purpose of this study was to determine whether students do better when given their preferred method of learning, and whether the different methodology affected…

A study of three teaching methods used in an educational psychology course was designed to observe the effects of each method and each combination of methods on the students' teaching skill and attitude toward educational psychology and microteaching. Three methods were manipulated: lectures on general technical skills related to teaching…

In view of the well-known disadvantages of lecturing, and the practicability of teaching without them, why does lecturing remain the standard method in universities? To increase the chances of lectures being good, they should be fewer, and to offset their deficiencies they should be regarded as only one component of a combination of methods used…

As part of the required Introduction to Clinical Sciences course, second-year students at Georgetown University School of Medicine attend three one-hour lectures on dentistry: restorative dentistry, oral surgery, and various diseases. Contents of the lectures are summarized here. (JT)

This study has assessed the comprehension by 200 Brooklyn College students of a one-hour lecture at 175 wpm as compared with their comprehension of an equated time-compressed lecture at 275 wpm. (Author)

Although taking notes during a lecture can interfere with absorption of information, review of notes before a test neutralized the interfering effect. (Editor)

Comparison of the relative effect of two short courses in the general methodology of teaching on subsequent classroom performance of student teachers. One course was lecture-based, while the other utilized videorecording of student devised lessons. (Author)

Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

This study found, with respect to student performance on tests and levels of student satisfaction with introductory business courses, that there are no differences in terms of the teaching method used (i.e., lecture or discussion). (JOW)

Discusses several considerations of which trainers should be aware when teaching the following radio production techniques to trainees in developing nations: equipment use, use of talkback facility, scriptwriting, location interviewing, drama production, educational radio production, and editing. (MBR)

Interesting teaching techniques that geography teachers at the college and university level can use in their lectures and in their seminars and tutorials are presented. (RM)

Techniques to keep students interested include videotaped demonstrations and a self-paced, unit-mastery approach. When lecturing, teachers should use a microphone, maintain eye contact with students in all sections of the room, use an overhead projector and write clearly, talk about interesting topics, be dramatic, and share their experiences and…

Coded campaign speeches recorded during the 1980 American presidential primaries and college lectures using a taxonomy of verbal response modes. Both candidates and lecturers used mostly informative modes, but candidates used relatively more disclosures (subjective information) and fewer edifications (objective information). Candidates…