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Data from a previous lecture-learning study were combined with data from the current study to provide information on the effects of a filler task used in the previous study, and to compare other coding/rehearsal strategies that have potential for improving learning in a lecture. Results showed that the filler task only slightly reduced performance on a delayed recall test; confirmed a previous finding that, when coding/rehearsal is separated from listening in a lecture setting, recall increases significantly; and indicated that procedures which aid/guide the students' coding/rehearsal behaviors further enhance learning., See also report dated Sep 75, AD-A015 285.

The Navy's continued reliance upon the lecture form of instruction requires the optimization of this learning strategy. Two experiments were conducted with college students as subjects in an effort to determine the note-taking strategy most effective for learning from lecture. In Experiment I, students listened to a lecture while engaging in either parallel or distributed note taking. The information density of the lecture and the lecture presentation speed were also varied. In Experiment II, the students engaged in one of four learning strategies involving combinations of note-taking and review procedures, with either immediate or delayed review and testing. Suggested instructional guidelines for instructors were also provided.

Using time-compressed speech methodology, a program was developed attempting to improve reading rate and comprehension of Navy personnel with low reading ability. Four groups of trainees were tested. One group read training text while simultaneously listening to a speeded auditory version of the same text. A second group listened to speeded text without concurrently reading the material. The third group simply read material silently, with no auditory input. The fourth group was a control group which took pre- and posttests only.

The effectiveness of alternative presentations of technical material may rest heavily on the technicians' characteristics. This study attempted to identify technician personnel characteristics which should be taken into account by technical manual writers/editors during TM preparation. Reviews of the literature, consultation with experts in the area, and interviews with Navy technicians were used as data sources. It was found that personnel characteristics could be grouped into aptitudes, background factors, and attitudes, which could, in turn, be related to reading comprehension and technician job performance. A method was proposed which would enable technical manual writers/editors to determine the characteristics of the group of probable users of a specific TM. (Author)