Discusses ways to combine technological innovations in the areas of visual aids and computers with existing language lab equipment in order to motivate students in the area of second language learning. (EKN)

Discusses the use of visual media as symbol systems that gather, package, and convey knowledge. Media's different and often unique symbol systems are looked at as potentially serving as cultivators of mental abilities. Forty-nine references are provided. (Author/CHC)

Notes the value of producing representational "outcomes" (which may be sketches, diagrams, tables, or graphs) to illustrate the concepts in passages of reading or discussion themes. Describes the way charts were used to help students study novels. (GT)

Provides an explanation for the apparent emission of x-rays from video display terminals. (CS)

Teacher designed instructional materials for teaching written language to deaf children are described and the importance of visual aids in their presentation is emphasized. (CL)

Maintains that photographs taken by children for children can serve to stimulate their creativity and verbal communication skills. (CM)

Defines holography, identifies visual factors in driving and the techniques used in on-road visual presentations, and presents the design and testing of a holographic system for driver training. (RAO)

Includes "History Professor Goes Step Further With Visual Aids" (Fredric F. Endres), "Course Perks Up As Class Compares New With Old" (Michael Bucholtz), and "Election Campaign Helps Students Learn under Fire." (KS)

Visual information is not yet in common usage among librarians. It is hoped that the term will be adopted by the information profession at large as new areas of research develop which depend largely on nonverbal documents. A decision must be made as to which forms of visual information will be needed for--scholarly and scientific use. (Author/AP)

Describes plastic, skeletal molecular models that are color-coded and can illustrate both the conformation and overall shape of small molecules. They can also be converted to space-filling counterparts by the additions of color-coded polystyrene spheres. (MLH)

Graphs, bars, charts, and diagrams have been used by designers, writers, and scientists to communicate. Now, research suggests that graphic organizers benefit teaching and learning. This article describes graphic organizers: sequential, conceptual, hierarchical, cyclical, Venn, fishbone or Ishikawa, squeeze and stretch, why-why, t-chart, KWL…

Explores the use of concept mapping in a college course on evolution and the effect of the use of graphics in the instructional process on the construction of a concept map. Results indicate a positive correlation between concept map scores and the number of graphics used by the instructor during lecture. (JRH)

Explains how digital technology can be used as a tool for teaching students the skills of observation, questioning, information gathering, classifying, predicting, and hypothesis testing. (Author/SOE)

The Course Selection Matrix Chart helps student and counselor produce an objective ranking of available courses. The versatile and convenient five-step self-help method can accommodate comparison of up to seven courses and may be modified to compare items other than courses. (MSE)

Presents a visual aid for "Charlotte's Web" to teach the self-monitoring skills of understanding, remembering, and comprehending involved in reading. (MG)