Results strongly question the causal relationship often postulated between verbal operant conditioning and the awareness of contingency. (Authors)

In two experiments with mentally retarded children, digit span had a significant effect on dichotic listening performance, while practice and mental age did not. The first study was submitted by the first author in partial fulfillment of the M.A. requirements at the University of Illinois. (MH)

Discusses possible linguistic factors in children's misconceptions of words in the "Pledge of Allegiance to the flag, the "Lord's Prayer, and "America. (SW)

By pushing a child to an early acceptance of our perceptions, we often fail to listen to him and understand what he is saying. (Editor)

Judges who were either experienced or inexperienced in listening to deaf speakers were asked to recognize speech sounds in word contexts presented in two modes: auditory only and auditory-visual. The experienced and inexperienced listener groups performed similarly. (Author/SEW)

This study examined the effect of instruction in vocabulary and listening on number of changes counted in a music excerpt, verbal descriptions of these changes, and use of music vocabulary. After four weeks of differential instruction, results were mixed and more research is recommended. (Author/IS)

Analyzes the assumptions of interpersonal listening based on empathy. Provides (1) a brief historical overview of the empathic tradition as it relates to interpersonal communication study and to listening; (2) a critique of presuppositions underlying the concept of empathic listening; and (3) some guidelines for developing alternatives to empathic…

Although many educators believe that developing good listening skills is an essential part of the learning process, few teachers have been taught about the subject. This article reviews current efforts to make people aware of the importance of listening and includes tips for readers to follow. (Author/WD)

Presents study to determine effect of visuals on listening comprehension process in second language learning. Concludes visual aids have beneficial effects but visuals in and of themselves do not necessarily enhance comprehension. Results imply that visuals can affect process of comprehension as well as what is comprehended (context). (Author/BK)