A pilot study to evaluate the effectiveness of multi-image audiovisual teaching showed this technique to have a definite advantage over conventional single-image audiovisual aids. The multi-image technique involved using two or more visual aids designed to interact with and to amplify each other. Experimental and control groups of college students…

The effects of visual, and verbal/visual, preorganizers and postorganizers on the learning of unfamiliar information were evaluated in an experimental study involving 153 community college students. Pre- and postorganizers were used in connection with a 20-minute lesson on the theory of communication. A 25-item, multiple-choice criterion test was…

Described are alternative approaches for developing visual perception skills found in using selected science experiences. Use of various science programs available, such as ESS, SCIS, OBIS and Matal, is suggested. Visual sequencing is prescribed and described. (EB)

Compares the reading processing strategies of native and proficient nonnative speakers of Chinese. At the word level natives show a phonological strategy, while nonnatives mix phonological and visual processing. At the sentence level natives mix visual and semantic strategies, and nonnatives prefer visual processing. (LMO)

Using seven trainable mentally-retarded students, aged 10-19, the study assessed the efficacy of an action mnemonic procedure for teaching letter-sound correspondences. The subjects were successfully trained to emit appropriate action-sounds in the presence of pictures incorporating the target letter, with picture-prompts being gradually faded to…

Sets forth a theory of style in picture books which focuses on artists' choices in expressing meaning and shows how a literary and aesthetic discourse may evolve as children respond to these choices. Suggests how teachers can create a classroom context which will promote the fullest communication between a child and a picture book.(NH)

Four severely/profoundly hearing-impaired preschool children (ages 4-5) were given six vocabulary tasks (receptive, associative, and expressive) involving auditory and visual sensory modalities. Data confirmed that lipreading (visual modality) could be substituted for speech. However, for novice lipreaders, words with auditory-visual confusions…

Varied conditions under which children aged four to five years matched the area of a rectangle with a given width or height to that of a square. Subjects matched one dimension of the rectangle to one side of the square suggesting that area matches seemed to be based on a side-matching strategy. (Author/AS)

Investigates developmental changes in the accuracy of aimed movements made to an illuminated target lamp by children between the ages of 1.5 and 8 years. Shows accuracy decreased with decreasing availability of visual information and improved with age under all conditions. (HOD)

This study investigates the relative effectiveness with which varied rehearsal strategies facilitate student achievement when instruction is received via visualized prose instruction. Results indicate that different rehearsal strategies, used to complement visualized instruction, are not equally effective in improving student achievement of…

This book presents research on how some innovations in computer visualization are making work and education more favorable to visual thinking. The book exposes many popular myths about conventional intelligence through an examination of the role of visual-spatial strengths and verbal weaknesses in the lives of 11 gifted individuals, including…

Picture story techniques utilizing pictures about the reading process as described in this project can be of value to teachers and counselors, if only to stimulate children to disclose their concerns about reading. (Author)

The value of verbal labeling is shown by a study of fourth-grade, eighth-grade, and college students who were shown pictures accompanied by short verbal descriptions. Verbal descriptions increased correct recognitions and rejections of unrelated distractors, while increasing false recognition of related distractors. Results were consistent for all…

The relationship of age and developmental differences to modeling and motor skill development were examined. Comparisons of the observational learning patterns of four- and five-year-old children and of seven- and eight-year-olds suggest that their physical and cognitive capacities call for different instructional strategies. (Author/PP)