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We investigated the use of quizzes administered prior to lecture (i.e., prelecture quizzes) and compared them to no-quiz control groups. In previous research, the success of administering quizzes after covering a topic (i.e., postlecture quizzes) was contingent on the quizzes and the subsequent exams being of similar level and content. However, our study revealed that such contingencies were not true of prelecture quizzes. Students who received either matching or fill-in-the-blank prelecture quizzes, as compared to no quiz, performed better on both multiple-choice and essay exam questions. They also rated the lectures as a better preparation for exams and as more clear and organized. Finally, the quizzed students asked more high-level questions.

INTRODUCTION The increasing emphasis on development of multimedia interfaces has made data sonification feasible on desktop computers. With this technology auditory displays can provide a useful alternative to traditional visual [...], The equivalence of visual and auditory scatterplots was examined in two experiments. Experiment 1 examined the relationship between actual Pearson's r and visual and auditory judgments of direction and magnitude of correlation for 24 bivariate data samples. Experiment 2 directly evaluated visual and auditory perceptual sensitivity to outliers by examining changes in perceived magnitude and direction of correlation estimates for scatterplots from Experiment 1 that were altered by the addition of outlier points. Results suggest that the information conveyed by visual and auditory scatterplots is used very similarly by the two modalities. Both visual and auditory scatterplots are quite efficient in conveying sign and magnitude of correlation, and the effect of outliers on judged magnitude of correlation is similar for the two types of data display.