Describes television production techniques used to convey nonverbal messages to viewers (laugh tracks, flashbacks, zooms to close-ups, voice-overs, time continuity) and presents selections from interviews with five- to nine-year-old children to demonstrate that the understanding of these telegenic nonverbals is a learned phenomenon. Implications…

Three groups of students were tested on the same material in three different forms of examination. They performed better in multiple-choice and in cued essay questions than in uncued essay questions. (Author/LBH)

Once material has been learned to a criterion of one perfect trial, further study within the same session constitutes overlearning. Although overlearning is a popular learning strategy, its effect on long-term retention is unclear. In two experiments presented here, 218 college students learned geography facts (Experiment 1) or word definitions…

This paper compares and contrasts literature on competence that resides in the disciplines of HRD and CPE. Definitions, Purposes, Assessments and Achievements related to the competence conceptual framework are examined for contextual cues and connections between theory and practice in an effort to contribute to greater dialog and interdisciplinary…

This is the first in a series of five horse project activity guides for youth. Levels 1-3 focus on "horse-less" activities, while Levels 4 and 5 zero in on riding and horsemanship. Each guide has an achievement program to encourage youth to learn and develop life skills. This guide focuses on the introductory basics and familiarizes youth with…

An attempt to isolate possible effects of the application of visual reminders on learning by TV. The underlying assumption was that learning by means of television and other visual media can be enhanced by methodically applying visual reminders. (Author)

This study confirmed the practical benefits of three-choice items. (Author)

Presolution reversal prevented or significantly retarded learning in kindergarten and first-grade children but did not hinder learning in fifth-grade children. (Authors)

Major finding of this study is that relative cue similarity can be used as a definition of dimensional dominance and that it predicts both initial learning and shift behavior for normal first- and third-grade children. (Author)

A primary purpose of the present study was the evaluation of possible differences in process between the recall and anticipation methods of serial learning. (Author)

Results showed that kindergarten children remember best under conditions in which both verbal and nonverbal stimulus cues are available. (Author)

Special edition devoted to media in modern language instruction. (RS)