Seven children (8-12 years old) with language disorders associated with convulsive disorders participated in two divided-attention tasks in which pairs of sentences were presented simultaneously. Results showed that slowing presentation of the primary sentences significantly improved performance on secondary sentences, even though secondary…

This paper discusses the mixing of theories that make up the theoretical framework the researcher uses to apply the systematic method of narrative analysis called the Listening Guide (L. Brown and others, 1991). The Listening Guide, a voice-centered relational method was developed to uncover how girls and women talk about themselves through their…

The Mozart effect involves the enhancement of spatial processing after listening to a Mozart piano sonata (Rauscher, Dhaw, and Ky, 1993). Efforts to replicate the Mozart effect have been mixed, possibly due to differences in dependent variable operationalization across studies or large individual differences in magnitude of effect. Chabria and…

Reports an investigation of the auditory discrimination ability of black and white listeners when listening to both black and white speakers. (TO)

Adaptation of a paper presented at the annual convention of the American Speech and Hearing Association (Chicago, Illinois, 1969). (Author)

By comparing the relative effectiveness of speaker and listener training, explores why an effective speaker-training technique failed to generalize to listener skills. Although speaking and listening tasks appeared to require some of the same skills, preschoolers did not exhibit spontaneous intermodality transfer. (Author/RH)

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.…