Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Audio-visual education; Learning, Psychology of; Memory; Teaching;

Abstract

The purpose of the present investigation was to evaluate the effectiveness of audition, in unisensory presentation and in bisensory or multisensory presentations, in the initial learning stage (short term memory). The study developed as a result of experience the investigator had with multimodal presentations of material. Upon viewing the rapid gains through that approach, questions were raised with regard to the validity of the position a unisensory auditory approach has always held for speech pathologists. The review of the literature confirmed the presence of theoretical conflicts with regard to man's processing and the superiority of modes for learning. Some of the investigators strongly favored the position that man is capable of utilizing only one modality in processing. Others argued that man is capable of utilizing two or more senses in processing. Then, too, strong arguments were raised with regard to the distinct superiority of audition, of vision, or of articulation for learning to occur. The investigator constructed a design to probe some of the conflicts, at least as related to the modes of presentation and types of material utilized in the present study. Forty-nine University of Northern Iowa students were randomly placed in seven groups after meeting the selection criteria. Each of the seven groups experienced the seven conditions of presentation in a random order. The seven conditions of presentation were as follows: Auditory; Auditory-Articulatory Consistent; Auditory-Visual Consistent; Auditory-Visual Articulatory Consistent; Auditory with Articulatory Competing; Auditory with Visual Competing; and Auditory with Visual-Articulatory Competing. The subjects individually listened to auditory tapes of 110 low-meaningful Consonant Vowel Consonant trigrams and, when appropriate, simultaneously saw slides of either consistent or competing Consonant Vowel Consonant trigrams. A presentation rate of one item per one and a half seconds was used. A practice trial, a sequence of five trigrams and a sequence of ten trigrams was presented in each condition. Following each sequence, a ten second recall period was provided when the subject wrote down as many of the auditory trigrams as he remembered, in any order, and as well as he could spell them. The investigator checked each answer sheet and awarded one point for each correctly recalled trigram. Statistical analysis consisted of a two factor analysis of variance with repeated measure on one factor followed by the Newman-Keuls Procedure. A statistically significant difference was found among conditions at the .001 level. At the .05 level, the simultaneous consistent auditory·-visual presentation was significantly better than all the other modes of presentation in the present investigation.

Year of Submission

1973

Degree Name

Master of Arts

Department

Department of Speech

First Advisor

Ralph Schwartz

Second Advisor

Dale Robinson

Third Advisor

George W. Tharp

Date Original

1973

Object Description

1 PDF file (60 leaves)

Language

en

File Format

application/pdf

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