The study introduced a testing procedure that could be used to determine the optimal response modes of 24 primary school age learning disabled children on a standardized diagnostic test such as the Frostig Developmental Test of Visual Perception (FDTVP). (Author/SBH)

The study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary age learning disabled students. (Author/PHR)

An unfamiliar story either was read to children from an illustrated book or presented as a televised film. Response measures examined recall of story content as well as inferences about characters and events. The groups differed in the type of information recalled and in the way inferences were made. (Author/GDC)

Offers a "slide rule" model of learning behaviors and interrelationships among the four domains of learning (affective, cognitive, psychomotor, and perceptual) to help vocational-technical educators structure learning outcomes. (SK)

Examines the haptic judgments of an L figure across the ages of 6, 7, 9, 11, 12, 13, and 20 years. Significant differences in the amount of haptic illusion were found. (MP)

A continuation of the exploration of the various ways that knowledge and insight are achieved. Explains that even instruction in basic skills can benefit from this appreciation. Provides descriptions of classroom activities that demonstrate how the various modes of knowing can be used for conceptual exploration. (FL)

This study examined the effect of different modes of presentation on the amount of information elementary students (N=38) in mixed-age classrooms can recall about historical figures. Assessment of information recall followed a pretest/posttest format. Analysis showed no significant difference in recall due to the varied modes of presentation. (DR)

Utilizes the information processing model of human memory to provide teachers with suggestions for improving the teaching-learning process. Briefly explains and specifies applications of major theoretical concepts: attention, active learning, meaningfulness, organization, advanced organizers, memory aids, overlearning, automatically, and…

Presents results of a study of 11-year-old children's learning mode preferences, reading attainment, and cognitive ability. Reports that holistic thinkers preferred modes corresponding to their verbal imagery style, whereas analytic thinkers were divided across the verbal imagery dimension. Predicts highest achievement for wholist verbalizers and…

Explains how teachers and counselors can use the Myers-Briggs Type Indicator (a self-reporting assessment tool based on Jungian personality-type theory) to help retain high-risk students. Reviews the information MBTI scores reveal about student interest, application/persistence, aptitude, learning type, most appropriate instructional method,…

Jerome Bruner identified three major ways of knowing: iconic, enactive, and symbolic. Schooling has been dominantly framed in the symbolic, and intelligence and achievement were measured in this realm. Gregory Bateson, concerned with mind-nature separation, differentiated between the map (a human-made abstraction) and the territory (the natural…

The Atkinson-Shiffrin model of memory has three components: sensory, short term, and long term. Each memory process (such as encoding, storage, and retrieval) can be linked to specific teaching and learning strategies. (SK)

Explores relationships among school students' (n=189) acquisition of meaningful understandings of protein synthesis. Analysis of student-generated analogies revealed unique patterns in students' understandings of this topic. Contains 41 references. (Author/WRM)

Two experiments explored the integration of animated agents into multimedia environments in the context of R. E. Mayer's (2001) cognitive theory of multimedia learning. The spoken-narration-only condition outperformed other conditions, with no differences between printed text and printed text with spoken narration. (Author)