Testing of patients with bilateral asymmetrical hearing losses for differences in speech discrimination under varying listening conditions showed detrimental interaction between ears. Also, when difference between ears was greater, speech discrimination was better, and the greater the impairment in better ear, the greater results obtained by…

Compares four notetaking styles by teaching them to groups of students and analyzing differences in notetaking ability before and after instruction. (MS)

Describes how the introduction of dictating units and multiple listening stations into the shorthand classroom provides "more opportunity to be resourceful and to use real initiative in the teaching process." (Author/LS)

Research reported in this paper was performed by HumRRO Division No. 3 (Recruit Training), Presidio of Monterey, California, under Department of Army contract with the George Washington University.

Describes the development of explanation in children's story telling which is compared with the level of comprehension revealed in responses to questions about events in the story. (JOW)

Introduces the articles that follow on empathic listening. Points out the need for communication teachers to rethink the fundamental nature of the listening process in order to improve listening research and teaching. (PD)

Thirteen visually impaired college students were exposed to three modes of speech presentation in a counterbalance order: normal speech, accelerated speech, and compressed speech. Results showed a significant trend toward better performance on the accelerated over the normal mode, and on the compressed over both the accelerated and normal modes.…

Three studies compared effects of different rhythmic contexts on order judgments of targets embedded in auditory patterns designed to manifest auditory stream segregation. The magnitude of the captor effect varied with temporal predictability of flanking and/or target tones. A pairwise rhythm was likely to improve judgments by facilitating…

The study reported differences in agreement among four experienced listeners who analyzed the articulation skills of 97 four- and five-year-old children. Place and manner of articulation revealed differences of agreement, whereas voicing and syllabic function contributed little to agreement or disagreement. (Author)