Paired-associates, sentences, and prose passages were compared in auditory and visual presentation to students in Grades 4 and 6. Immediate and delayed measures of memory/comprehension were employed. The materials were chosen to be representative of verbal activities in educational settings and tasks separately employed in previous studies. The auditory mode was significantly superior in the prose-delayed condition. A second study assessed the effects of “availability” of stimulus materials across modes, pointing to the need for a clearer undersranding of variables associated with mode and practice effects within modes.
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