Effect of Various Sensory Inputs on Prose Learning

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Abstract

A pretest-posttest design was used to determine the effects of auditory input, visual input, auditory-visual input, and no input on prose learning. The principal result of a multivariate analysis of covariance combined with a multiple-comparison test was a significant difference in favor of auditory input. This difference seemed to be confined to definition items which were the substance of the input as opposed to application items which were not involved explicitly in the input. A difference between the present study and earlier ones was that a shorter exposure of stimuli was employed in the present study, which may have led to results favoring auditory input in contrast to earlier findings favoring visual input.

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