A survey of the research literature comparing the visual and auditory presentation of information

Day, Willard F.; Beach, Barbara R.

doi:10.1037/e518432009-001

Cited by 34 publications

(26 citation statements)

References 2 publications

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“…To account for this finding, several authors (e.g., Chapanis, 1965;Day &: Beach, 1950;Cropper, 1963;Levie & Dickie, 1973) have suggested that one advantage of information presented visually is the relatively greater referability (i.e., opportunity for reviewing the material) that it affords. Thus, for example, literate adults using textual materials can often obtain more information per unit of time, either by scanning ahead for particular details or by re-reading the material in whole or part, than subjects receiving the same material aurally.…”

Section: Discussionmentioning

confidence: 99%

“…In a review by Day and Beach (1950), nine studies were cited in which a combined text and audio presentation of material led to more efficient comprehension than the presentation of either text or audio alone. Webb and Wallon (1956) and Hartman (1961a) concluded from similar results that a simultaneous text-audio presentation is more effective than either text or audio alone, provided that the information presented in the two channels is redundant.…”

Section: Comparisons Of Dual-channel Presentationsmentioning

confidence: 99%

“…The basic source materials used in the literature survey included standard psychological, educational, and audiovisual communications journals; technical reports from civilian and military research centers; and bibliographic searches of computerized data banks of the National Technical Information Service (NTIS) and Educational Research Information Center (ERIC). This search was aided greatly by several reviews and annotated bibliographies of the audiovisual communications literature, including those of Chalupsky and Kopf (1967), Day and Beach (1950), Hartman (1961b), Levie and Dickie (1973), and Sticht, Beck, Hauke, Kleiman, and !Iames (1974).…”

Section: Review Of the Literaturementioning

confidence: 99%

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Comparing Alternative Computer-Based Methods for Preventing Job Task Instructions

Nugent¹

1988

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Section: Discussionmentioning

confidence: 99%

Section: Comparisons Of Dual-channel Presentationsmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

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Comparing Alternative Computer-Based Methods for Preventing Job Task Instructions

Nugent¹

1988

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“…1) Knowledge autonomous learning: College counselors should continue to strengthen the study of the basic crisis of college students, including the concept, types, characteristics, causes of crisis events, and so on, systematic study and use them (Day & Beach, 1950). Organize counselors to learn the famous crisis theory at home and abroad and the successful handling of the crisis case.…”

Section: Methods Of Improving the Ability Of Coping With Crisis Eventsmentioning

confidence: 99%

Study of the Methods to Improve the Counselors’ Emergency Response Ability in University

Zeng¹,

Yuan²

2017

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In recent years, the frequency of crisis events has increase trend; the risk of events brought a serious impact on the University campus. It not only disturbs the harmony and stability of the school, but also does harm to the healthy growth of College Students. Therefore, the scientific response to the crisis is an important issue faced by colleges and universities. College counselors are responsible for a student daily management, so they should respond to crisis. The study of correct positioning of the role of college counselors in university crisis events and actively enhancing the ability to respond is of great significance. In this study, we can get a conclusion about the current counselors' understanding and the ability to prepare for the crisis events On the premise of the theory, the paper puts forward some countermeasures and suggestions to improve the ability of coping with crisis events.

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“…Day and Beach (1950) in a survey of 34 studies comparing the auditory and visual modalities as mediational channels stated that the major portion of the research indicated the following: 1. A combined presentation produces greater comprehension.…”

Section: Studies Comparing the Visual And Auditory Modalitiesmentioning

confidence: 99%

Modal Preferences and Strengths: Implications for Reading Research

Derevensky

1978

Journal of Reading Behavior

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Abstract. In recent years, much research has been engendered concerning sensory modality functioning and its relationship to the reading process. The approaches to studying sensory modality preferences and its relationship to individual learning patterns have been numerous. The present review is designed to integrate the research findings on modal preferences, to attempt to arrive at some reasonably sound principles through a systematic synthesis of the literature, and to suggest some areas in need of further research.The question of how people differ in the rate, style, and quality of learning is one which has concerned psychologists and educators for almost a century. The fact that individuals differ along any continuum is rarely disputed, yet this fact is often ignored in psychological research designed to generate general laws of learning (Newsom, Eischens, and Looft, 1972). Discrepancies in group and individual learning curves have been formally presented by Sidman (1952) who demonstrated mathematically that the shape of the mathematical function based on the average learning curves of a group is not necessarily the same as the learning curve for an individual. The notion that individual differences merely arise from error deviations about some mythical average is no longer acceptable (

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A survey of the research literature comparing the visual and auditory presentation of information

Cited by 34 publications

References 2 publications

Comparing Alternative Computer-Based Methods for Preventing Job Task Instructions

Comparing Alternative Computer-Based Methods for Preventing Job Task Instructions

Study of the Methods to Improve the Counselors’ Emergency Response Ability in University

Modal Preferences and Strengths: Implications for Reading Research

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