93 (Experiment 1 for simple task) and 120 (Experiment 2 for complex task) male high school students in Korea were randomly assigned to four types of groups. In both Experiments 1 and 2, there was no difference between groups in retention of visual materials. In Experiment 1, a simple task, the group that provided the entire image content in…

This experiment employed viewing time methods to investigate the effects of individual differences in visuospatial working memory (VWM) on the processing of older adults' bridging inferences in the understanding of visual narratives. The results showed that older adults could make bridging inferences in visual narrative processing, and that VWM…

Characteristics of students who are diverse, such as different learning styles will also lead to the possibility of differences in students' ability to understand the learning material and every problem given, especially at the stage of understanding the problem given, because this stage is the most important step to determine the next problem…

Results of three experiments suggest that, in contrast to the claims made by Wimmer and others (1988), three- and four-year-old children understand that looking leads to knowing. The three- and four-year-olds' difficulty in the study lay mainly in the form of the questions that they were asked. (RH)

Presents a study on kindergarten children's processing of explicit and implicit information. Results indicated distraction reduced visual attention, and five-year olds excelled on the comprehension of implicit information. Distraction had little effect on processing implicit information, but a significant effect on comprehension of explicit…

Two experiments were conducted to test the hypothesis that visual information related to segmental versus prosodic aspects of speech is distributed differently on the face of the talker. Results indicate that information in the upper part of the talker's face is more critical for intonation pattern decisions than for decisions about word segments…

Two experiments examined the relative effects of concrete and abstract advance organizers on students' memory for subsequent prose. Results of the experiments are discussed in terms of the memorability, familiarity, and visualizability of concrete and abstract verbal materials. (JD)

Comparison of 13 children with mild-to-moderate sensorineural hearing loss but normal language skills and 12 children with normal hearing and development found no significant group differences on three verbal metaphor tasks (comprehension, preference, and completion), and one visual metaphor task. (Author/DB)

Nine televised news stories were presented to 60 college students under newscaster-only, newscaster-plus-film, or newscaster-plus-stills formats, and information gain was tested using a multiple-choice questionnaire administered immediately after viewing. Overall learning differences were nonsignificant. (Author)

This study found significantly better lipreading scores by 31 children with hearing impairments than by 15 children with normal hearing (all 10 and 11 years old). However, correlations between degree of hearing loss and lipreading ability were nonsignificant. The study provides partial support for the doctrine of sensory compensation. (DB)

In a study conducted to measure children's visual attention to a television program and relate it to comprehension of content, 64 children equally distributed by sex from kindergarten and fifth grade, were randomly assigned to one of four treatment conditions. These conditions crossed two levels of content cues with two levels of sound effects…

A study examined how children visualize, draw, and make inferences about story content presented either aurally on tape or as an animated film. Audio versions of the story were manipulated to include short descriptions, in either literal or nonliteral language, directly analogous to the film's visual depiction at four points in the story. These…

Examines modality differences in preschoolers' ability to recognize or recall temporally related events and extends Ward and Wackman's model by evaluating whether the assumed "visual viewing style" applies to preschoolers' processing of temporal relations. Results demonstrated that temporally related events were remembered more…

Several current television series for preschool children convey stories, not through meaningful dialogue, but through visual information and intonational cues embedded within nonsensical dialogue. This study examined young children's ability to construct meaning from such materials. Participating were 135 preschoolers, 3 to 5 years old. Subjects…

Preplays (critical material presented before a televised program) were inserted before three sections of a televised story to determine if they would improve children's attention and comprehension by providing overall plot structure for selecting and integrating important story events. The preplays varied on two orthogonal dimensions: presence or…