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An Experimental Study Of Some Effects Of Time Compression Upon The Comprehension And Retention Of A Visually Augmented Televised Speech
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An Experimental Study Of Some Effects Of Time Compression Upon The Comprehension And Retention Of A Visually Augmented Televised Speech
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This dissertation has b a n microfilmed exactly as received g 7 .6 5 0 5 LOPER, James Leaders, 1931- AN EXPERIMENTAL STUDY OF SOME EFFECTS OF TIME COMPRESSION UPON THE COMPREHENSION AND RETENTION OF A VISUALLY AUGMENTED TELEVISED SPEECH. University of Southern California, Ph.D.t 1967 Speech University Microfilms, Inc., Ann Arbor, Michigan AN EXPERIMENTAL STUDY OF SOME EFFECTS OF TIME COMPRESSION UPON THE COMPREHENSION AND RETENTION OF A VISUALLY AUGMENTED TELEVISED SPEECH by James Leaders Loper A Dissertation Presented to the FACULTY OF THE GRADUATE SCHOOL UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY (Communication-Telecommunications) September 1966 UNIVERSITY O F SOUTHERN CALIFORNIA THE GRADUATE SCHOOL UNIVERSITY PARK LOS ANOELEB, CALIFORNIA 0 0 0 0 7 This dissertation, •written by — .................. JaOTfij0..JLfia.derjs..JLo|xer................. under the direction of hi.9.....Dissertation Com mittee, and approved by all its members, has been presented to and accepted by the Graduate School, in partial fulfillment of requirements for the degree of D O C T O R OF P H IL O S O P H Y Dean Date. S.ep£emks£*...L9 . 6 . 6. DISSERTATl COM EE Chairman TABLE OF CONTENTS Page LIST OF TABLES............... iv Chapter I. PROBLEM, DEFINITIONS, AND REVIEW OF LITERATURE................................ 1 The Problem Definitions of Terms Used Review of Literature II. METHOD, TECHNIQUES, AND PROCEDURES......... 24 The Method Techniques and Procedures III. PRESENTATION AND INTERPRETATION OF THE DATA................................ 66 Validity of Data Reliability of Data Procedures in Interpreting the Data Findings IV. SUMMARY, CONCLUSIONS, AND IMPLICATIONS . . . 84 Summary Conclusions Implications for Further Study APPENDIXES Appendix A: Answer Sheet for Comprehension Experiment............................ 94 Page Appendix B: Case Histories of Subjects........... 96 Appendix C: Tables of Analysis of Variance .... Ill Appendix Ds Test Instructions.................... 134 Appendix E: Item Analysis........................ 140 BIBLIOGRAPHY........................................ 161 LIST OP TABLES Table Page 1. Technical Specifications of the Vari-Vox . . . 29 2. Sources of Pictorial Material for Message Visualization ............................... 35 3. Characteristics of Groups Tested .............. 54 4. Environmental Characteristics During Test Periods................................. 58 5. Mean Test Scores of Experimental Groups . . . 67 6. Standard Error of the Mean of Test Groups . . 70 7. Rank Difference Correlation .................. 72 8. Significance Levels Found for Hypotheses in Subproblem O n e .......................... 75 9. Significance Levels Found for Hypotheses in Subproblem T w o ............. 77 10. Significance Levels Found for Hypotheses in Subproblem Three . . ................. 80 11. Significance Levels Found for Hypotheses in Subproblem Four.......................... 82 12. An Analysis of Variance, Group 1, Aural- Visual Normal, Compared with Groups 2 through 1 4 ............... Ill iv Table Page 13. An Analysis of Variance, Group 2, Aural- Visual One-Third Compression, Compared with Groups 3 through 1 4 .................... 114 14. An Analysis of Variance, Group 3, Aural- Visual One-Half Compression, Compared with Groups 4 through 1 4 .................... 117 15. An Analysis of Variance, Group 4, Aural- Only Normal, Compared with Groups 5 through 1 4 .................................... 119 16. An Analysis of Variance, Group 5, Aural- Only One-Third Compression, Compared with Groups 6 through 1 4 .................... 121 17. An Analysis of Variance, Group 6, Aural- Only One-Half Compression, Compared with Groups 7 through 1 4 .................... 123 18. An Analysis of Variance, Group 7, Test- Only, Compared with Groups 8 through 14 . . 125 19. An Analysis of Variance, Group 8, Aural- Visual Normal Retest, Compared with Groups 9 through 1 4 ........................ 127 20. An Analysis of Variance, Group 9, Aural- Visual One-Third Compression Retest, Compared with Groups 10 through 1 4 ........ 129 21. An Analysis of Variance, Group 10, Aural- Visual One-Half Compression Retest, Compared with Groups 11 through 1 4 ........ 130 22. An Analysis of Variance, Group 11, Aural- Only Normal Retest, Compared with Groups 12 through 1 4 ............................... 131 v Table Page 23. An Analysis of Variance, Group 12, Aural- Only One-Third Compression Retest, Com pared with Groups 13 through 1 4 ........... 132 24. An Analysis of Variance, Group 13, Aural- Only One-Half Compression Retest, Com pared with Group 1 4 ........................ 132 vi CHAPTER I PROBLEM, DEFINITIONS, AND REVIEW OF LITERATURE Mass education of increasingly large numbers of students in the public schools of the United States presents greater difficulty each year. Faced with this problem, educators have tested new methods of presenting information to students. Instructional television systems are found in many schools; techniques of programmed learning have pro gressed beyond the laboratory. Many of these new devices can mean increased effi ciency in the educational situations to which they are ap plied. But do the devices themselves possess internal possibilities for increased efficiency? The time compres sion of factual messages presented over a television system may be one way of bringing about such efficiency, especially if there is not a significant loss of comprehension. Pre vious studies of the effect of time compression on compre- 1 hension have been limited to auditory presentations. 2 The Problem Statement of the problem The problem of this study was to determine, by the experimental method, relationships (measured by tests of comprehension and retention of factual details) between (1) a spoken message, (2) the same spoken message visually aug mented, and (3) presentations of this material at three different rates of compression. Specific subproblems investigated were: 1. Is comprehension of spoken messages aided by visual augmentation? 2. Is comprehension an inverse function of rate of compression? 3. Is retention of information an inverse function of rate of compression? 4. Is retention of information a function of mode of presentation? Hypotheses proposed were: 1. Groups which heard and saw aural-visual messages at each rate of presentation will have significantly higher scores, at or beyond the .05 level of confidence, than those groups which only heard aural messages. 2. (a) Groups which heard or heard and saw uncom pressed messages will have significantly higher test scores, at or beyond the .05 level of confidence, than those groups who only heard or who heard and saw messages compressed by one-third. (b) Groups which heard or heard and saw messages compressed by one-third will have significantly higher scores, at the .05 level of confidence, than those groups which heard or heard and saw messages compressed by one- half. 3. (a) Groups which were retested two weeks after having heard or heard and seen uncompressed messages will have significantly higher test scores, at or beyond the .05 level of confidence, than those retested groups which had heard or heard and seen messages compressed by one-third. (b) Groups which were retested two weeks after having heard or heard and seen messages compressed by one-third will have significantly higher test scores, at or beyond the .05 level of confidence, than those retested groups which had heard or heard and seen messages compressed by one-half. 4. Groups which were retested two weeks after see ing aural-visual messages at each rate of presentation will have significantly higher test scores, at or beyond the .05 4 level of confidence, than those groups who heard the aural- only messages. Statement of purpose The purpose of this study was to determine the pos sibility of decreasing the amount of time required to pre sent factual material over a television system while holding comprehension at acceptable levels. The result might be useful in several areas: 1. To reduce the amount of time required to present instructional materials on closed-circuit television systems or broadcast stations, thus allowing display of additional material without increasing the amount of facilities re quired, and 2. To shorten the amount of time required to pre sent ideas on motion picture film, thus reducing the pro duction costs of such films and effecting savings in prints and time of presentation. Importance of the problem The problem was important because the area of vis ually augmented compressed speech had not previously been studied. This study was an extension of previous research on the effects of time compression upon the comprehension of speech; it may be useful in increasing the efficiency of factual presentations used in the learning process. Limitations of the study This study was limited to measuring comprehension and retention of aural and of aural and visual stimulus materials presented through a closed-circuit television sys tem. A visual-only stimulus mode was not included in the experimental design7 All aural-visual modes were presented in monochrome. Materials for visual augmentation of the stimulus message were limited to photographs of items of equipment, people using equipment, and maps. Line drawings and writing were eliminated to avoid additional variables. Test subjects were limited to students from Speech 150 classes at California State College at Los Angeles. Stu dents who registered for this required course were from all undergraduate class levels in the college. Assumptions of the study It was assumed that the test instrument developed by Grant Fairbanks for his studies of the effects of time com pression was valid for the measuring of comprehension of the visually-augmented stimulus materials used in the present study.^ It was assumed that the students tested in the experiment were representative of those enrolled in lower division classes in the general requirement areas at California State College at Los Angeles during the Spring Semester, 1964. It was assumed that the students tested 2 reported accurately upon their ability to see and to hear. It was assumed that environmental conditions during testing 3 were held constant. Definitions of Terms Used Time compression In this study, time compression was interpreted as meaning the shortening of time required for the presentation of aural and aural-visual messages by increasing the number of words or pictures or both delivered per minute. Aural compression was accomplished by a periodic time sampling device, while special optical film printing was used for compression of the visual element. ^Grant Fairbanks, Newman Guttman, and Murray S. Miron, "Effects of Time Compression upon the Comprehension of Connected Speech," Journal of Speech and Hearing Disor ders . XXII (March, 1957), 11. ^Infra. Chapter II, p. 27. ■^Infra. Chapter II, p. 28. Visual augmentation The addition of appropriate photographic materials to match an aural message in order to add the element of sight to a factual presentation, presumably reinforcing the learning situation. Visual materials for this study were photographs of objects, maps, or people. Tests of comprehension and ^retention Throughout this report, comprehension and retention shall be interpreted to mean the correct number of responses to a multiple choice test of information based upon a spe cific message and administered following a presentation of the message, or after a two-week period following test administration. Review of Literature Much has been written about learning efficiency, instructional television and film, and vocal delivery; but only a summary of research closely related to the present study is given. Review procedure All known published articles on listening and speak ing rate, time compression, rapid speech, and instructional film research in rapid learning were examined; pertinent citations and footnotes were recorded, traced, and examined. In addition, a thorough search was made for related materi als in 24 sets of journals and publications. Because an article on time compression by Fairbanks, Guttman and Miron was the origin of the present study, the search of all publications began with the first issue pub lished in 1957 and concluded with the most recent issue available during August, 1965 in the library of California State College at Los Angeles. All studies cited in the Fairbanks article were checked for relevance to the present study. These studies in turn cited other works which were also checked for relevance. In addition, Psychological Abstracts was searched for relevant articles during the 1950 to 1957 period. No pertinent citations were noted, other than several listed below. Publications searched included Audio-Visual Communi cation Review. Dissertation Abstracts. B.sll...gygtsm.-T.fichnicai Journal. Encyclopedia of Educational Research. Third Edition (New York; Macmillan, 1960), Instructional Film Research 1918-1950 (Port Washington, N. Y.: Special Devices Center, 1950), Journal of the Acoustical Society of America. Journal of Broadcasting. Journal of Communication. Journal Pf Educational Psychology. Journal of Experimental Education. Journal of Experimental Psychology.. Journal of the National Association of Educational Broadcasters. Journal of Speech and Hearing Disorders. Journal of Speech and Hearing Re search. Journalism Quarterly. pgychological.Abstracts, Psychological Bulletin. Psychological Monographs. Psycho logical Review. PgychometriKa, Quarterly Journal of Speech. Review of Educational Research. Speech Monographs, and Western Speech. Review The review of literature is divided into four areas (1) Speaking Rate, (2) Studies of the Effects of Speech Com pression, (3) Instructional Film Research, and (4) General Related Literature. Speaking rate.— While the present study was con cerned with listening rate, studies of auditory comprehen sion and speaking rate provided a useful base of reference. However, Fairbanks noted: In considering the results of these experiments . . . it is important to observe that the objective in each instance was to study the effect of the rate of the total speaker-listener situation, and that the independent variable, appropriately, was speaking rate. It is well known that live variations of speak ing rate are accompanied by correlated non-rate changes 10 which are large, systematic, and obviously important in the complete, live speaker-listener system. Exam ples of such accompaniments are the deterioration of articulation and the disproportionate reduction of . pause time which ensue as speaking rate is increased. Four studies are of particular importance to an understanding of this field of study. In 1940 Goldstein reported a significant reduction in the amount of comprehension when messages were made at 5 fast rates of presentation. In 1955 Miller, working with classroom lectures delivered at relatively slow rates, found no evidence of association between auditory comprehension and speaking rate.** 7 8 H. E. Nelson and Kenneth Harwood both reported 4Fairbanks, Guttman, and Miron, loc. cit.. pp. 10- 11. 5H. Goldstein, "Reading and Listening Comprehension at Various Controlled Rates," Teachers College Contributions to Education. No. 821 (New York: Teachers College Columbia University, 1940). ^C. E. Miller, "Effect on Learning of Variations in Oral Presentation" (unpublished Ph.D. dissertation, Uni versity of Denver, Denver, Colorado, 1955). ^H. E. Nelson, "The Effect of Variation of Rate on the Recall by Radio Listeners of 'Straight' Newscasts," Speech Monographs. XV (1948), 173-180. ^Kenneth A. Harwood, "Listenability and Rate of Presentation," Speech Monographs. XXII (1955), 57-59. 11 that the effect of speaking rate upon comprehension was discernable but not significant. However, both researchers used only moderately fast rates of presentation; Harwood's study involved a range of 125 to 200 words per minute, and Nelson's study involved a range of 125 to 225 words per minute. Studies of the effects of speech compression.— Two methods are generally used to present spoken recorded mes sages in less than the normal time. One method is to in crease the speed of the playback, which also raises pitch by an amount equal to the ratio of speedup. Another method is sampling out portions of the recording or, in effect, compressing the message. The simple speedup is not new. In 1929 Fletcher noted intelligibility scores for nonsense syllables recorded on phonograph disks at speeds of rotation from one-half to g one and one-half of normal. He noted that changes in speed of less than 10 per cent produced little effect. At greater speeds intelligibility fell off rapidly. Decreasing the speed had a greater detrimental effect than increasing the ®H. Fletcher, Speech and Hearing (Princeton, N. J.: D, Van Nostrand Co., 1929), p. 292. speed. The work reported by Fletcher was limited to diffi cult speech materials heard in a quiet room over a relative ly broad-band system. In 1950 Miller and Licklider reported what appeared to be a primitive attempt at speech compression.*-0 In their work speech was interrupted systematically during the course of its presentation to subjects. Interruption was accom plished with an electronic switch which turned the speech on and off at a desired rate. With interruptions at a rate of ten times per second, intelligibility of monosyllabic words did not drop below 90 per cent until over 50 per cent of the original speech pattern had been removed. However, Miller and Licklider did not close the electronic gaps in the speech record and true acceleration was not achieved. The work of Miller and Licklider was extended by Garvey,1* " who in 1953 reported a speech acceleration tech nique based upon chopping out portions of speech recorded A. Miller and J. C. R. Licklider, "The Intel ligibility of Interrupted Speech," Journal of the Acoustical Society of America. XXII (1950), 167-173. ^-William D. Garvey, "The Intelligibility of Speeded Speech," Journal of Experimental Psychology. XLV (1953), 102-108. 13 on audio tape. Segments of the "chopped" tape were spliced together to form a new, intact record. Garvey used discrete spondaic words and obtained accelerations as great as 2.5 times the original speed with less than 10 per cent loss in intelligibility. A comparison of the chop-splice technique with an acceleration technique which had accompanying frequency shift indicated that with accelerations greater than two-thirds again as fast as the original speech speed the distortion resulting from fre quency translation had a greater effect upon intelligibility than did distortion resulting from the mutilated tape. Garvey's study was the first example found of true speech acceleration by use of compression techniques. In 1954 Fairbanks, Gveritt, and Jaeger reported the development of a method for the time compression or expan- 12 sion of speech. The method for time compression involved the use of a device which presented recorded material in less than recorded time, while preserving the essentials of phonetic units, pitch, stress, etc. A machine was now available to accomplish what Garvey had done by hand. •^G. Fairbanks, W. Everitt, and R. Jaeger, "A Method for Time or Frequency Compression-Expansion of Speech," Transactions of the Institute of Radio Engineers— Profes sional Group on Acoustics AU-2 (1954), pp. 7-11. 14 Fairbanks, together with Guttman and Miron, reported in 1957 the results of studies in comprehension of speech which had been compressed using the device described above. This report is perhaps the single most important writing on speech compression, for it apparently marked the first time that subjects had heard experimental messages prepared by electronic methods. Fairbanks described the study: A pair of independent message-test units, each consisting of an extended exposition of technical in formation and a corresponding test of factual compre hension, were developed. The messages were read by an experienced speaker at 141 wpm, recorded, and com pressed automatically in time by various amounts. Independent groups of subjects, all Air Force trainees, were assigned to five experimental conditions which represented a series of compressions ranging from 0 to 70%, and to a sixth test-only condition in which no message was presented. The curve of comprehension as a function of mes sage time was characteristically sigmoid. Response was approximately 50% of maximum when message time was 40% (60% compression, 353 wpm) . When message time was 50% (282 wpm), the response was slightly less than 90% and efficiency, response per time, was maximal.^ With this study Fairbanks demonstrated that learning could take place using time compressed messages. The speedup method of compression with its concomi ^-3Fairbanks, Guttman, and Miron, loc. cit.f p. 18. 15 tant frequency shift first described by Fletcher was again applied to experimental groups in a study described by 14 Klumpp and Webster in 1961. Results of four subexperi ments indicated that a speedup of 1.5, a time compression of two-thirds, could be used in routine message passing. Even with frequency shifts, intelligibilities of 90 per cent were maintained. Klumpp made these general observations: These studies suggest that it is not the brain of the listener that is overloaded by the speech speedup. The limit is apparently set by the ability of the ear to decode the frequency shifted patterns and not by speedup, per se. Even with the frequency shift plus speedup, a listener can be pushed 50% faster than nor mal in comprehending messages with but a relatively small sacrifice of intelligibility.^5 The speedup method and the compression method of time reduction were compared in a study reported by McLain in 1962.16 Using both the Tempo Regulator, a German-manufac- 14r . g . Klumpp and J. C. Webster, "Intelligibility of Time-Compressed Speech," Journal of the Acoustical Soci ety of America. XXX (1961), 265-267. 15Ibid.. p. 267. Julie Rhinehart McLain, "A Comparison of Two Meth ods of Producing Rapid Speech," The International Journal for the Education of the Blind. XII (December, 1962), 40-43. 16 |tured device similar to the Vari-Vox, for compression and a speeded-up turntable, a 2,105-word fictional story was re duced by 46 per cent and presented to each of two groups of seventh grade students. Mean comprehension was significant ly greater for the time compression group. In an undated report which was received by the in vestigator in early 1962 from the University of Louisville, Bixler, Foulke, Amster, and Nolan reported the results of an experiment to determine the ability of sixth, seventh, and eighth grade blind children to understand compressed speech.^ Bixler summarized the study: Two types of material, one literary and one scien tific, were presented to the subjects in Braille and at 175, 225, 375 words per minute. Comprehension of these materials was measured by multiple choice tests constructed for this purpose. The reliability was .86 for the science test and .91 for the literature test. The data were treated by an analysis of variance. • • • It was found that modes of presentation and types of material yielded significant overall variation, and there was a significant interaction between these two sources of variation. Comparison of mean comprehen sion sources for the Braille readers indicated no l^Ray H. Bixler, Emerson Foulke, Clarence H. Amster, and Carson Y. Nolan, "Comprehension of Rapid Speech by the Blind, Part I" (Louisville, Kentucky: Department of Psy chology and Social Anthropology, University of Louisville, n.d.). (Mimeographed.) 17 significant loss in comprehension of the literary material up through 225 wpm at the 1% level of con fidence. At faster word rates, 275, 325, 375 wpm, loss of comprehension was significant. There was no significant loss of comprehension through 275 wpm, for those who heard the scientific material. It was felt that those losses in comprehension that were statistically significant were not all educationally important, especially when the time saved in presenting the materials was considered.^8 By 1965, the area of compressed speech had attracted a sufficiently large number of researchers to warrant a symposium at the annual meeting of the American Psychologi cal Association.^ Of particular interest to the research under dis cussion was the paper presented by Friedman and Orr which detailed comprehension of compressed speech as a function 20 of practice. Major results of experiments described were: (1) Zero to three hours of exposure to speech at approximately double that of normal speed led to com* prehension which was between 80% and 100% of compre- p. 21. ^American Psychological Association, Division 15. "Symposium: Recent Research on the Comprehension of Time- Compressed (Speeded) Speech." (Symposium held in Chicago, Illinois, September 3, 1965.) ^OHerbert L. Friedman and David B. Orr, "Comprehen sion of Speeded Speech as a Function of Practice" (paper read at the Division 15 meeting of the American Psychologi cal Association, Chicago, September 3, 1965). (Xerox copy.) 18 henslon at normal speed. (2) Ten to fifteen hours of exposure to rapid speech, whether it was concentrated at 425 words per minute, or gradually increased from 325 words per minute to 475 words per minute, led to significant improvement in subjects' ability to comprehend a re peated passage at 475 words per minute as compared to a control group with no practice.21 Studying a similar area, Voor and Miller noted that "comprehension scores reached optimum levels after seven minutes exposure to time compressed prose material of aver- 22 age listening difficulty." Instructional film research.— In 1947 the Instruc tional Film Research Program at Pennsylvania State Univer sity was established under contract with the United States Naval Training Device Center. This was part of a program of research to determine the potentials of rapid extensive training using radio, sound motion pictures, and television. During the eight years the program was in existence some 80 studies were undertaken which resulted in 65 technical re ports.^3 21Ibid.. pp. 4-5. 22John Voor and Joseph Miller, "The Effects of Prac tice upon the Comprehension of Time Compressed Speech," Speech Monographs. XXXII (November, 1965), 454. 23L. P. Greenhill, Final Report Instructional Film Research Program. U. S. Naval Training Device Center, Tech- 19 Several of the reports have a relationship to time compression studied although the technique itself was not used in any of the experiments. Vincent, Ash, and Greenhill reported on research which attempted to determine the effect on learning of in- 24 creasing the concentration of facts in a film. Four films on the subject of weather were prepared: a "long-heavy" version of 29 minutes running time which contained 224 facts, a "long-light" version of the same length but with 112 facts, a "short-heavy" version of 14 minutes with 112 facts, and a "short-light" version with 56 facts in 14 minutes. Conclusions based on the data were that packing more information into a film yields only slight increments in total measured learning. The "heavy-long" version, for instance, did not result in twice as much learning as the "short-heavy" or the "long-light," nor did the latter convey twice as much learning as the "short-light" film. nical Report No. SDC 269-7-61 (Port Washington, N. Y.: U. S. Naval Training Device Center, 1956). 24^. s. Vincent, P. Ash, and L. P. Greenhill, Rela tionship of Length and Fact Frequency to Effectiveness of Instructional Motion Pictures. Special Devices Center, Tech nical Report SDC 269-7-7 (Port Washington, N. Y.: Special Devices Center, 1949). 20 Nelson, Moll and Jaspen discussed two experiments in which the effectiveness of the aural and visual elements in instructional films were compared to determine their 25 relative contributions to learning. Eight test groups were used with various combinations of aural and visual stimuli presented. Results indicated that groups which both saw and heard a film were better than groups which only saw or only heard the film. In both of these experiments hear ing the sound track in the dark was slightly more effective than hearing it in the light. Conclusions based upon the data were that: (1) Significant learning accrued from the film as a whole or from either the video or audio; (2) neither channel was con sistently better than the other, although both channels to gether were consistently better than either one alone; and I (3) more learning occurred when the two channels were in harmony. General related literature .— A recent article by Travers summarized research on transmission of information 25h . E. Nelson, R. Moll, and N. Jaspen, Comparison of the Audio and Video Elements of Instructional Films. Special Devices Center, Technical Report 269-7-18 (Port Washington, N. Y.: Special Devices Center, 1950). 21 26 being conducted at the University of Utah. Although gen eral in nature, the work does contain specific references to compressed presentations involving reading test passages displayed through hearing alone, through vision alone, and through both hearing and vision. Travers reported: At the slower speeds of 200 words per minute or less no advantage was achieved through the audio-visual presentation, but at higher speeds two things began to happen. First, many subjects took obvious steps to block one channel by closing the eyes or covering the ears, and second, despite this blocking of one channel, the audio-visual transmissions of information turned out to be superior to the single channel. Presumably, subjects tended to block the information channel which was of least value to them. Two sources of information coming through the same sense modality or through different modalities can be utilized simultaneously if the rate of transmission of information is very low. At higher speeds, where the information from a single source is more than the processing system can handle, switching from source to source may occupy a part of the time available for taking information. This switching appears to be time out from learning.27 In discussing time compression, Travers noted that compression of information by the nervous system involves discarding of less important information and retaining the more important. He noted in the experiments described above 26r . m . W. Travers, "The Transmission of Information to Human Receivers," Audio-Visual Communication Review. XII (Winter, 1964), 373-385. 27Ibid.. p. 376. 22 that auditory comprehension fell off more rapidly than visual comprehension, and that the audio-visual presentation began to show an increasing advantage over either one of the single channel presentations. Travers commented: There are several factors involved. The first factor is undoubtedly the fact that the speeding up of auditory material by time compression results in loss of intelligibility, but there is no corresponding loss through speeding the presentation of visual ma terial. The second is that the eye can scan reading material in such a way that the words or groups of words transmitting the most useful information are more readily received. . . . A third factor is that most persons have had some experience in receiving information at high speeds through the visual sense but few have had comparable experience with high speed audio transmission. A fourth factor is that the information needed to identify a word transmitted aurally takes an appreciable time to transmit, but when the same word is transmitted visually the entire information needed to interpret the word arrives at the receptor level at the same instant.28 The study described by Travers is the only research found that related directly to the problem of visual aug mentation of compressed speech. It should be noted again that the study described by Travers involved augmentation consisting of verbal material instead of pictorial informa tion. The literature related to comprehension of time 28Ibid.T pp. 382-383. 23 compressed materials shows an increasing interest in the subject. In commenting on the symposium on time compression held at the 1965 annual convention of the American Psycho logical Association, Newsweek magazine called the area "a 29 new but burgeoning field." 29"How's That Again," Newsweekf September 12, 1965, p. 84. CHAPTER II METHOD, TECHNIQUES, AND PROCEDURES Method, techniques, and procedures of the experi mental study are described so that the subsequent researcher may understand the study, its problems, and its limitations. Details of the steps taken to construct the experimental materials and details of testing procedures are described so that the various operations may be replicated. The Method Auer noted three main concepts basic to the experi mental method: the concept of causation, the concept of the variable, and the concept of control.* The concept of causation is based on the assumption, said Auer, "that when any two phenomena are associated . . . and one of them is apparently an indispensable and invariable antecedent to the -kj. Jeffery Auer, An Introduction to Research in Speech (New York: Harper and Brothers, 1959), pp. 180-183. 24 25 2 other, the first is the cause of the second." The concept of the variable, sometimes described as the law of the single variable, was described by Dickens and Travis as changing "only one variable at a time, meanwhile rigorously 3 holding all other variables constant." In discussing vari ables, Dickens noted: It is customary to refer to a variable that influ ences the subjects' behavior as an independent vari able; to refer to an independent variable that is deliberately manipulated by the experimenter as an experimental variable? and to refer to the behavior that varies as a result of the independent variable as the dependent variable. The concept of control as stated by Auer is that the re searcher makes observations under conditions where he has some degree of control, not only over the variables being 5 studied, but the circumstances in which they operate. Beveridge further discussed control: An experiment usually consists in making an event P. 181. 3Milton Dickens and Lee Edward Travis, "The Experi mental Approach," An Introduction to Graduate Studies in Speech and Theatre, ed. Clyde W. Dow (East Lansing, Mich.: Michigan State University Press, 1961), p. 207. 4Ibid. 5Auer, op. cit.. p. 182. 26 occur under known conditions where as many extraneous influences as possible are eliminated and close obser vation revealed.6 Briefly, the method of experimental research was summarized by Dickens as "a plan that undertakes to find predictable relationships among variables, by means of con- 7 trolled observation of controlled phenomena." In designing the present experiment every effort was made to manipulate only one variable at a time while holding all other elements constant. Each group received the same stimulus message, which varied only in rate of presentation, mode of presentation, or both. Test group subjects were not matched, but did apparently come from a homogeneous popula tion. Test instructions, test periods, environment, and other possible variables were controlled to produce similar conditions. It was then assumed that significant differen ces found in test scores could be attributed to differences in the form of presentation. No matter how much care has gone into the plan of an experiment, the method of experimental research in the be havioral sciences must involve human beings, who do not 6William I . B. Beveridge, The. Ar_t_of S c i e n t i f i c I n v e s t i g a t i o n (Melbourne: Heinemann, 1950), p. 13. 7Dickens, op. cit.. p. 201. 27 readily lend themselves to strict control. In fact, as Dickens noted, "it is probably impossible to plan any ex periment upon human behavior that will be absolutely valid g or absolutely reliable." Experimental research is at best a compromise between the optimum and the possible. Techniques, and Procedures Techniques and procedures of the study were divided into three areas. First was preparation of materials, second was examination of subjects, and third was treatment of data. Preparation of materials Materials preparation was divided into two steps. First was construction of audio and video tape recordings and second was construction and reproduction of test book lets and answer sheets. Permission was received from Fairbanks to use both the message and test questions that were developed for the g University of Illinois studies of time compression. 8Ibia., P. 207. ^Letter from Grant Fairbanks to James Loper, January 10, 1962. The letter is in the possession of James Loper, 1874 Warwick Road, San Marino, California. Fairbanks did not grant permission to publish message or test questions. 28 Fairbanks studied time compressions of 0, 30, 50, 60, and 70 per cent, and an additional test-only or 100 per cent compression.^ It was necessary to limit the present study to compressions of 0, one-third and one-half, as well as the test-only or 100 per cent compression because of limitations of the production model Vari-Vox. Two reasons were presented for limiting stimulus materials to three compression rates. First, available commercial versions of the Fairbanks prototype device for automatic time-frequency compression were limited to com pressing materials up to 50 per cent of normal rate. Sec ond, the Fairbanks experiments reported significant loss of comprehension beyond the 50 per cent compression level.^ The device with which recordings were compressed was the "Vari-Vox" manufactured by the Kay Electric Company, Pine Brook, New Jersey. Some technical specifications of the instrument are described in Table 1. An electro mechanical device, the Vari-Vox samples material previously recorded by means of four rotating heads. A Vari-Vox was borrowed from the Advanced Systems ■^Fairbanks, Guttman, and Miron, "Effects of Time Compression . . .," loc. cit.. p. 12. , p. 14. 29 TABLE 1 TECHNICAL SPECIFICATIONS OF THE VARI-VOX Frequency Response: 500-12,000 cps + or - 2.0 db (msec.). Input Impedance: 600 ohms. Input Signal Recommended: 0.20 V RMS. Sensitivity: 0.10 V RMS for full scale operation. Output Impedance: 600 ohms. Output Signal: 0.20 V RMS. Information Rate: Compression, up to twice normal in steps. Expansion down to one-half normal in steps. f Recording Indicator: Standard V. U. meter. Power Supply: Self-contained. Dimensions: 10 1/2" x 19" x 9" designed for 19" rack mounting. Weight: 45 lbs. Power Requirement: 100W, 117 V, 50-60 cps. Information supplied by Kay Electric Company in one- page brochure describing Catalog Item Number 615A. 30 Development Division, International Business Machines Cor poration, San Jose, California. The machine was shipped from San Jose on January 2, 1963, and returned to San Jose on February 4, 1964. The instrument was twice returned to the Kay Electric Company for repairs during the period be fore final materials were prepared. .Output of the Vari-Vox was described by Fairbanks: . . . the device displays recorded material in less than the original time without essential alteration of the other dimensions of the signal. In a sample of speech, the time base is unselectively and uni formly compressed throughout with the time propor tions of the signal units undisturbed. The essen tials of the phonetic units, vocal pitch, stress, etc., are preserved.^ In producing audio recordings for the experiment, the instrument displayed "chatter" or overlapping of sounds that were produced by the four recording heads. In the opinion of experienced audio engineers, the "chatter" would not be disturbing enough to the listener to prevent use of the instrument in producing the stimulus recordings. Visual elements of the stimulus materials were com pressed by skip-frame printing of film. This procedure was suggested in a letter from J. L. Pettus, Manager, Engineer- lgIbid.. p. 10. 31 ing, Industrial Electronics Products, Radio Corporation of 13 America, Hollywood, California. In response to a letter written to him on October 27, 1961, Pettus noted that 50 per cent compression could be obtained by printing one of every two negative frames and the 33 1/3 per cent compression ob tained by printing two of every three negative frames. The non-compressed version could be obtained by printing every negative frame. Pettus suggested several ways to achieve synchronism between picture and sound elements, including composite printing of the sound tr^k on the final motion picture film. Because of technical problems and expensive equip ment that was necessary for lip-synchronized sound, it was determined to use a television-motion picture production technique known as "voice-over." Lip movements of individ uals were not seen but picture and sound elements moved at a similar rate to produce a synchronized effect. In this experiment the audio tape recordings were constructed first: pictures added as a second step to provide visual augmenta- 13Letter from J. L. Pettus to James Loper, November 1, 1961. The letter is in the possession of James Loper, 1874 Warwick Road, San Marino, California. tion. Visual presentation was limited to still photographs in which no lettering or numbers were visible, eliminating reading skill as a variable. A further limitation was the elimination of line drawings in favor of photographs or copies of photographs of objects or scenes. To avoid a static visual presentation, a degree of motion was intro duced by adjustment of vari-focal lenses that were attached to the television cameras. Development of materials was aided by a storyboard, i or script to which still pictures were added. To sustain viewer interest, it was determined empirically by the re searcher that the picture should make a complete change at an interval of no longer than 15 seconds, in keeping with normal television practice. The test message supplied by Fairbanks contained 1,554 words and took 11 minutes, 2 seconds to read at a rate of 141 words per minute. If the screen image was to change at 15 second intervals, 44.13 pictures were necessary. In the first storyboard 31 complete changes of image were listed, which would have changed the image each 21.35 seconds. This storyboard was rejected as not meeting mini mum standards that were established for image change. A 33 second storyboard in which 48 complete changes of image were projected, changing images each 13.79 seconds, was accepted. This treatment provided for changes of image 1.21 seconds shorter than the 15-second maximum allowable time for each image to remain on the screen; it added visual interest through vari-focal lens movements while some of the pictures were presented. Topic of the test message developed by Fairbanks was meteorology. Fairbanks wrote that the test message . . . consisted of straightforward expositions of fac tual information, including descriptions of instru ments, definitions of concepts, explanations of pro cedures, etc. Attempts were made to present content in which preknowledge would be small, dependence upon background information and skills (e.g., technical terminology and mathematics) minimal, and levels of abstraction low. [it] . . . bore close similarity to classroom lectures, or to speeches such as a technical expert might prepare for presentation to a motivated lay audience.^ Using the storyboard as a guide, pictures were se lected to match the message. The principal source of orig inal materials was textbooks on meteorology and weather. Other sources were photographs supplied by the United States Weather Bureau, photographs supplied by weather instrument manufacturers, and photographs of models of certain instru- ^Fairbanks, Guttman, and Miron, loc. cit.. p. 11. 34 ments or the instruments themselves. Pictorial sources are listed in Table 2. Photographic work was done in the Audio-Visual Ser vice Center, California State College at Los Angeles. Materials to be copied from existing books or photographs were placed on a photographic copy stand and were masked to meet standards for the television aspect ratio of three units high and four units wide. Photographs of instrument models or the instruments themselves were taken in the Audio-Visual Center photographic studio, were processed as eight- by ten-inch prints, and were copied in the same man ner as pictures from books or photographs. The 42 transparencies produced by the Center were mounted in standard 2" x 2" (35 mm) cardboard mountings. Preparation of the audio tape recordings was in two steps: recording the master uncompressed audio tape, and recording the compressed audio tapes. A skilled sophomore speech student at California State College at Los Angeles read the message for recording. Requirements for delivery called for elapsed time precision and internal time consistency. To meet these requirements, the reading script was divided into 140-word or one-minute intervals. These segments were further divided into 14-word 35 TABLE 2 SOURCES OP PICTORIAL MATERIAL FOR MESSAGE VISUALIZATION Picture Description Source No. No. 1. 1. Clouds 2. 2. Thermometer 3. 3. Barometer 4. 4-5. Gas Thermo meter 5. 6. Electrical Thermometer 6. 7-8-9- 10. Barometer 7. 11. Barometer Scale 8. 12. Aneroid Barometer 9. 13. Aneroid Barometer 10. 14-15. Aneroid Mechanism 11. 16. Aneroid Dial 12. 17. Barometer Dial 13. 18. Pair Weather Scene U. S. Weather Bureau photograph Introduction to Meteor ology. p. 20. Wavs of the Weather, p. 29. Photograph of model built by the Chemistry Depart ment , California State College at Los Angeles Handbook of Meteorological Instruments. p. 128. Ways of the Weather, p. 29. Handbook of Meteorological Instruments. p. 27. Photograph of actual in strument Photograph of actual in strument Wavs of the Weather, p. 30. Techniques of Observing the Weather, p. 150. Photograph of actual in strument Techniques of Observing Uae Weather, p. 38. 36 TABLE 2— Continued Slide Picture No. No. Description Source 14. 19. 15. 20. 16. 21. i 17. 22-23. 18, 24-25. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 26-27- 28. 29-30. 31. 32. 33. 34. 35. 36-37- 38. 39. Barometer Dial Storm Scene Storm Front Weathervane and Anemometer Pendu 3 um Anemorr. iter Pitot Tube Rotating Cup Anemometer Rotating Cup Anemometer Recording Meter Anemometer on Tower Sky Scene Hygrometer Mason1s Hygrometer Rain Gauge Photograph of actual model U. S. Weather Bureau photograph U. S. Weather Bureau photograph U. S. Weather Bureau photograph Photograph of model built by student at California State College at Los Angeles Handbook of Meteorological Instruments. Plate 23. Introduction to Meteor ology, P. 35. Meteorology, p. 130. Brochure, Freiz Instrument Division, Bendix Corp., n.p., n.d. U. S. Weather Bureau photograph Meteorology, p. 38. T ec h n iq u e s o f O b se rv in g the Weather, p. 118. U. S. Weather Bureau photograph Meteorology, p. 72. 37 TABLE 2— Continued Slide No. Picture No. Description Source 29. 40. Rain Gauge Tube Photograph of model built by student at California State College at Los Angeles 30. 41-42. Tipping Bucket Rain Gauge Technioues of ObservJ.no the Weather, d . 159. 31. 43. Box Kite U. S. Weather Bureau photograph 32. 44. Airplane U. S. Weather Bureau photograph 33. 45. Balloon U. S. Weather Bureau photograph 34. 46-47. Balloon Observation Meteorolocrv. o. 128. 35. 48. Map U. S. Weather Bureau photograph 36. 49. Radiosonde U. S. Weather Bureau photograph 37. 50. Radiosonde Weather Elements, o. 71. 38. 51. Radio Record er Weather and Climate, o. 19. 39. 52. Recording Device U. S. Weather Bureau photograph 40. 53. Radar Handbook of Meteorological Instruments, o. 192. 41. 54. Radar U. S. Weather Bureau photograph 42. 55. Sky Scene U. S. Weather Bureau photograph 38 or ten-second intervals. The reader paced himself by ob serving a stopwatch as he read, comparing the ten second and minute stopwatch intervals with script markings, and achieved a high degree of precision. Recordings were made in the California State College at Los Angeles television studio in building "S" on the cam pus. Microphone used was an Electro-Voice model 666. The signal was fed through an RCA BC-3 audio console to an Ampex model 601 tape recorder. Tape speed was seven and one-half inches per second. Magnetic tape used was Capitol Profes sional Recording Tape, Studio 16, one and one-half Mylar base. The peak modulation level on both the audio console and the tape recorder was 80 per cent. Studio temperature at the time of recording was 75 degrees. One student en gineer manipulated all equipment. A Minerva stopwatch was used for the recording ses sions. The watch was calibrated by comparing elapsed time with time signals from the National Bureau of Standard's station WWV, Arlington, Virginia, which were received on 15 megacycles on a Hallicrafters model S-85 shortwave receiver located in the California State College at Los Angeles tele vision control room. Maximum error was one and one-half seconds after two and one-half hours of calibration. 39 The master audio tape was reviewed by the researcher and Dr. Kenneth Harwood, dissertation chairman, for discrep ancies in timing and word pronunciation. Technical words which had been mispronounced were rerecorded by the original speaker and edited into the master tape. Timing discrepan cies were corrected by shortening of pauses or insertion of blank sections of tape. The master recording contained audio level differences which were corrected by making a dubbing at a speed of seven and one-half inches per second during which the audio engineer manually adjusted recording levels. The 50 per cent compressed tape was made by playing the level corrected dubbing at twice normal speed, or 15 inches per second, on an Ampex model 351 recorder. Output of this machine was fed through an RCA model BC-3 audio con sole to the Kay Electric Company model 615A Vari-Vox. The Vari-Vox output was fed to an Ampex model 601 tape recorder to be recorded at seven and one-half inches per second on \ the type of Capitol audio tape used for the original re cordings . To make the 33 1/3 compressed tape recordings a dub recording was made at ten inches per second, which, when played back at 15 inches per second and fed through the Vari-Vox, produced the desired rate of compression. The ten 40 inch per second recording was made on a variable speed re corder in the sound department of the Walt Disney Studios in Burbank, California. The machine used was an Ampex model 351 tape recorder which was modified to record materials at a wide range of motor speed including the correct frequency to produce a ten inch per second recording. Video tape recordings of the uncompressed message were prepared in the television studios of California State College at Los Angeles. The 42 slides reproduced by three television cameras were combined with the uncompressed audio recording on a single video tape recording. Eight television production personnel were used for the production: a director, video tape recorder operator, video technician, audio technician, two studio cameramen, and two studio slide projector operators. All were student employees with the exception of tape operator and director. Twenty-three of the slides were projected directly into an RCA model TK-21 vidicon film chain which used an RCA 7735A vidicon tube. A Spindler Sauppe model 332 "Selectroslide Jr." dual rotating drum slide projector supplied the optical image. The remaining 19 slides were projected onto two separate portable beaded motion picture screens by two Viewlex model V-25cl slide and filmstrip projectors. The 41 projected slide pictures were enlarged to two feet by three feet on the screens. Two RCA model TK-15 studio vidicon television cam eras mounted on movable pedestals picked up images projected on the screens. The cameras contained RCA 7735 A Vidicon tubes. Eleven slides were assigned to camera number one and eight slides were assigned to camera two. Camera one was equipped with a Berthiot model B-2 vari-focal lens with a range of from 25 mm to 100 mm. Vari-focal lens adjustment provided movement and focused attention on specific portions of the projected pictures. Camera two was equipped with 25 mm, 50 mm, 76 mm, and 125 mm lenses. Camera positions were behind and slightly to the left of tables on which the slide projectors were placed. Projector operators were seated directly behind the tables. Camera one was stationary throughout the production. Camera two was located at two positions, approximately two feet apart, to provide proper focal distance for specific lenses. The studio area was not illuminated during the actual production except for light reflected from the screens. Camera and slide projector operators used lists containing slide numbers, shot selec tion, and other necessary information. An Ampex 601 audio tape recorder was used to 42 reproduce the master audio tape with its output then fed through an RCA BC-3 audio console into the video tape re corder. Peak modulation level was 80 per cent. Outputs of the three vidicon cameras were monitored on three RCA model TM-35 monitors and routed to the RCA model TRT-1B television tape recorder through an RCA model TS-11 switching unit. Audio and video signals were recorded on "Scotch1 * brand video recording tape, type 379. ' * • • To acquaint test subjects with the type of material used for the stimulus message and to prepare them for the sound of compressed recordings, the researcher wrote a mes sage of two minute duration before compression that approxi mated the technical level and fact density of the stimulus materials. That the length of the pretest message was not important was demonstrated by the research of Friedman and Orr, who noted that only zero to three hours of exposure to rapid speech was needed to improve comprehension of com- 15 pressed materials. Findings made by Voor and Miller in dicated that optimum levels could be reached in seven • 4- 1 6 minutes. 1 ^ Friedman and Orr, "Comprehension of Speeded Speech as a Function of Practice," p. 4. ^Voor and Miller, "The Effects of Practice upon the 43 The subject chosen for the pretest message was the art of television photography. Eleven pictures of tele vision cameras and camera equipment were selected which pro vided a change of picture at approximately ten-second inter vals . These recordings were made in the same manner as the test message recordings except that only one studio camera with a vari-focal lens was used for visual presentation. Seven of the eleven slides were projected through the film chain and four were projected on a screen in the studio and picked up by camera one. Next the video information was transferred from television tape to film. This kinescope recording was done by Tele-View Recording Service, KTTV Studio, Hollywood, California. The video tape was played on an Ampex model 1000C Videotape recorder and the signal projected on a Dumont photomonitor which had been converted for the spe cialized use by Tele-View owner Bradley Kemp. According to Kemp, the machine contained a high resolution picture tube, precision yokes, a 2.5 mm spot size, and a special optical 16 system to produce a "flat" picture. Developing of the Comprehension of Time Compressed Speech," p. 454. ^Technical information supplied during a telephone interview with Bradley Kemp, July 2, 1963. 44 negative and printing of the positive copy were done by Film Service Laboratories, Hollywood. The film negative was used to prepare two skip-frame prints which compressed the visual element of the stimulus material. Fifty per cent compression was made by printing alternate frames. The 33 1/3 compression was made by printing two of every three frames. Film printing was done on an Acme optical printer by Film Effects of Hollywood, 1153 N. Highland Avenue, Hollywood, California. Eastman number 7365 panchromatic fine grain motion picture film stock was used for both prints. The final step was preparation of video tape record ings to provide the composite picture and sound presentation for the experimental sessions. To simplify testing procedures, test instructions, pretest message, and stimulus message were recorded on one tape. Two sets of test instructions, which differed only in reference to the type of stimulus material presented, were prepared. Instruction copy, which had been approved by the project chairman, was recorded by the researcher at a deliv ery rate of approximately 140 words per minute. Technical conditions approximated those under which the original mes sage was recorded. 45 Three versions of the aural-visual stimulus mater ials were recorded on a single video tape. The uncompressed audio-visual presentation was rerecorded using the same multiple generation system of preparation used in the com pressed versions. This insured a match in quality of pic ture and of sound reproduction among the three versions. It should be noted that the multiple generation approach necessary to prepare the experimental materials resulted in some degradation of picture quality. This de gradation was particularly noticeable in those pictures which were copied from half-tone printing plates in the various books. During the stimulus display these pictures had a tendency to exhibit high degrees of contrast between black and white with the result that some detail was lost to the viewer. However, the degradation was controlled among the three sets of visual stimulus materials, with the result that all groups saw stimulus materials of equal quality. Rerecording procedure for audio was first to play back the audio tape containing instructions on an Ampex 601 audio tape recorder, route the signal through an RCA model BC-3 audio console into an RCA model TRT-1B video tape re corder, and record the signal on video tape. The audio 46 recorder was reloaded with the audio track of the stimulus material, and positive prints of the film of visual stimulus material were projected on an RCA model TP-16 film projector into an RCA model TK-21 vidicon camera utilizing an RCA 7735A vidicon tube. Film chain output was monitored on an RCA model TS-35 monitor and routed to the video tape record er through an RCA model TS-11 switching unit. Apparent synchronism between aural and visual ele ments was achieved by matching the audio signal to the first frame of the filmed material as it appeared on the film chain monitor. Timing of aural and visual elements in each of the three message modes by stopwatch prior to the re recording session indicated that there should be synchronism if audio tape and film were matched at the beginning of recording and all equipments maintained proper speed. Fol lowing the rerecording session, aural and visual elements appeared as a unified presentation in each of the three stimulus messages. Stimulus material for the aural-only messages was prepared by splicing together master recordings of test in structions, message samples, and messages and rerecording each of the three completed units onto three separate tapes. Differences in sound levels were corrected at this time. 47 Ampex model 601 and 351 audio tape recorders were used in the process. The second step in preparing materials was con struction of the test booklet and answer sheet. Test con struction was eliminated by using Fairbanks's test ques tions. Fairbanks described the construction of the tests: An attempt was made to provide a substantial range in difficulty among the items. A further goal . . . was to construct it so that the mean score of unselected subjects would approximate chance without the message and a point midway between chance and perfect score immediately after having heard the message, i.e., 20 and 60% correct, respectively. The final tests were achieved after a series of trial presentations and revisions, which involved carrying six different re corded messages and their tests through all stages, and selecting the . . . best message-test units. At the last preliminary presentation, to 49 subjects, these two units yielded mean scores of 59 and 62%, Kuder-Richardson reliability coefficients of .77 and .81 and a pooled reliability coefficient of .87. When the tests were administered without the messages to other subjects, the mean scores were 23 and 18%.^ Because the same message used in the Fairbanks com pression experiments was to be used in the present study, it was felt that the same test could validly be used. Two different test booklets were necessary because the experi mental design called for both administration of one test immediately following stimulus presentation, and a retest ^Fairbanks, Guttman, and Miron, loc. cit. 48 administered two weeks after the first test session. Ques tions for the retest booklet were placed in different order. Each test booklet contained 30 five-alternative multiple-choice items confined to factual content. One sample question with marked answer was placed at the top of the first page containing questions. It was: "What city is the capital of the United States? (a) Austin (b) Kokomo (c) Washington (d) Allentown (e) Minneapolis." The "c" in front of Washington was marked. The admonition "Do not mark questions on this booklet. Mark only on answer card" was placed at the top of the page above the sample question and answer. The identifications "A-l" for the first test book let and "B-l" for the second test booklet were placed in the upper right-hand corner of the first pages respectively. Question order for the first test booklet followed the order of the test supplied by Fairbanks. For the retest it was necessary to reorder the questions. Technique used was systematic random sampling using a standard table of 18 random numbers. A page was selected at random from the book and, again through random selection, the first number l8Rand Corporation, A Million Random Digits with 100f000 Normal Deviates (Glencoe, 111.: The Free Press, 1955). 49 selected was the 26th number in the sixth column. Thirty numbers were selected from pages immediately following the page originally opened using the 26th number in the sixth column of each page. Any duplicated number was thrown out and a new number selected from the next page. Because all numbers in the book used were composed of five digits, only the last two digits of any one number ending in 01 through 30 were used. Test booklets were prepared utilizing standard white mimeograph paper eight and one-half inches wide and eleven inches high. There were seven pages in each booklet; a cover page with the admonition "STOP1 . Open only after you have been asked to do so," a blank sheet of paper to prevent reading the questions through the cover page, and the five pages containing questions. An IBM Selectric eletric type writer with pica type was used to cut mimeograph stencils used in the reproduction process. Duplicating was done by the California State College duplicating department. The final step in constructing materials was pre paring the answer sheet. Because scoring of each set of answers would be done as part of the machine data process ing, the first criterion for construction of the answer sheet was that the data be easily read by the key-punch 50 operator. A second criterion was that the method by which a subject indicated choice of answer be simple, and if pos sible, leave no doubt in the key-punch operator's mind which choice had been made. These requirements were met by deter mining that the choice of answer was to be indicated by a circle made around or on one of the first five letters of the alphabet which corresponded to the correct answer in the test booklet. The same materials, type face, and duplicating proc ess used in constructing the test booklet were used in pre paring the answer sheet. Spaces were provided for the sub ject's name, college class, and age, while a circle could be made on "M" or "F*1 to indicate sex. Other writing on the answer sheet included a description of the sheet and two sets of directions. A sample answer sheet may be seen in Appendix A. The same form of answer sheet was used for both test and retest. Test booklets and answer sheets were clipped to gether with the answer sheet as the last page. All test booklets and answer sheets were marked with corresponding numbers, the test sets starting with 00001 and retest sets with 10001. A marking instrument, set to print the same number twice, then automatically advance to the next con- 51 secutive set of numbers, was used for this operation. Examination of subjects Examination in experimental research in social sci ences is normally an interaction of three sets of elements. First set of elements was the subjects, second set was the environments, and third was the procedures of the examina tion. A total of 121 subjects participated in both the test administered immediately following display of stimulus material and in the retest administered 14 days following the original testing. An additional 22 subjects who took the original test were eliminated from statistical tabula tion because they did not take the retest. The groups were selected from among the Speech 150, "Oral Communication" classes at California State College at Los Angeles. Selection of specific sections to be used for testing was based upon several factors: first, availability of the college television distribution system and television tape recorder during specific hours; second, availability of Speech 150 sections scheduled at the time of system availa bility; and third, willingness of instructors to cooperate by allowing their classes to be used for testing. The seven 52 sections of the class which were used for the experiments represented all known available sections which could have been used. Speech 150 students were assigned to the sec tions on a "first come, first served" basis with no require ment that specific classes take specific sections. Originally the research design had called for the use of Air Force trainees as in the original Fairbanks ex periments . After several efforts to secure such personnel on a personal basis had failed, the author contacted appro priate offices of'the Air Training Command in Washington, D. C. In a letter dated June 19, 1963, Charles E. Hutchin son, Chief, Behavioral Sciences Division, Air Force Office of Scientific Research, reported the use of Air Force trainees as subjects for the research was not feasible be cause there was no interest in the research problem as pre- 19 sented and therefore it could not be given any priority. The Speech 150 students were selected as the best available alternative because of the fact that the class, a general education requirement at California State College, had an apparently homogeneous population, and had many ^Letter from Charles E. Hutchinson to James Loper, June 19, 1963. The letter is in the possession of James Loper, 1874 Warwick Road, San Marino, California. 53 sections. Because of these factors, no effort was made to match the groups. The seven groups ranged in size from 15 to 20 with the mean number being 17.29. A total of 56 men and 65 women took both tests and were included in the final tabulation. Mean age range among the seven groups was from 19 to 27 years with the mean of all groups being 22.73 years. Group characteristics are listed in Table 3. 20 While it should be noted that the mean age of students in group 5 was somewhat higher than the mean ages of other groups, the composite test score for the group was similar to that of the other six groups. College entrance scores, as available, were obtained for each subject tested from the Testing Center, California State College at Los Angeles. Because the College did not standardize upon one entrance test until 1962, scores for subjects were divided between those yielded by the American College Test (ACT) and the Scholastic Aptitude Test (SAT). No score was available for 24 of the 121 subjects who were examined. ^°In this paper all means have been rounded to two decimal points. However, it should be noted that this may give a false impression of precision because of the small N of the groups involved. TABLE 3 CHARACTERISTICS OF GROUPS TESTED Group Number and Presentation Made Number of Subjects M Sex F Mean Age (Years) Composite of ACT and SAT Scores (Centile) 1. A-V Normal 18 4 14 24.11 59.6 2. A-V 33 1/3 Compression 20 13 7 20.00 35.1 3. A—V 50 Compression 18 6 12 23.22 51.3 4. A-Only Normal 15 8 7 22.05 57.3 5. A-33 1/3 Compression 16 11 5 27.00 50.5 6. A-50 Compression 17 4 13 19.00 42.7 7. Test Only 17 10 7 23.70 55.3 ui •C * 55 Consultation with Testing Center personnel deter mined that although the ACT composite score was the result of testing in the English, Mathematics, Social Studies, and Natural Science areas, and the SAT composite score was the result of only verbal and mathematics areas, the percentile rankings of the composite score of each test could be equated. This procedure was followed in the 97 cases where scores were available for subjects tested. Where scores were not available, the mean of the group was substituted. The group means of entrance test scores for the sub jects ranged from 35.1 to 59.6 with 50.26 as the mean of all groups. Group mean scores are listed in Table 3. No student reported having difficulty in seeing or hearing the stimulus materials. Administration of stimulus materials and first test ing for all groups took place in Room 2 of Building K on the i California State College at Los Angeles campus. The struc ture was one of a group of buildings designated as "semi permanent" by the College Planning Office and was of wooden construction with a concrete slab floor. None of the Speech 150 sections involved in the experiment met regularly in the building. The room was almost square, with the chairs fac ing east. One entry door located on the south wall at the 56 front of the room opened directly outside. Windows extend ing approximately 18 inches from the ceiling were located on the wall containing the door. A blackboard was located directly under the windows and another blackboard extended across the front of the room. Windows which extended from about three feet above the floor to within a foot of the ceiling filled the wall opposite the door. The rear wall was covered with plywood, as were other finished surfaces. A heater was located along the rear wall near the windows. A Packard Bell television receiver with a 24-inch screen used to display stimulus material was located on a rolling floor stand at the front center of the room. This was a standard receiver used by the College Broadcast Service Center and was carefully adjusted prior to the beginning of each testing session by the Chief Television Engineer. The receiver, when in position, was checked to see that there was no glare on the screen. A desk and lectern, normally in the front center of the room, were moved aside prior to the testing period. Four rows of nine tablet arm chairs were positioned facing the television receiver. Each of the chairs was assigned a number which was indicated to the subject by a card attached to the upper left-hand corner of the chair top. 57 Windows and doors were closed during the testing period with Venetian blinds at all windows closed. Lights were on during the assembly period before testing began, were turned off during the stimulus material presentation, and were turned on again during the test period. A Fahren heit thermometer was located at the center of the rear wall and was read during the test period to determine tempera ture. Temperatures recorded by observing the room thermom eter ranged from a low of 60 degrees for one session to 80 degrees for several sessions. No subjects complained about the lower temperatures although there were a number of nega tive complaints and comments about the higher temperatures. Noise levels during the various test sessions were not con sidered to be objectionable by the researcher although dur ing several sessions some external noises such as airplanes were heard. Environmental characteristics during test and retest sessions are listed in Table 4. Students were not asked if they had any previous knowledge of meteorology and were not told that they would be retested in two weeks. Retest sessions were conducted exactly two weeks following the original test sessions in the classrooms nor mally occupied by the Speech 150 classes. Three similar TABLE 4 ENVIRONMENTAL CHARACTERISTICS DURING TEST PERIODS Group Date Room Number Hour Approx. Temp. (°F.) Noise Condition 1-Test 3/3/64 K-2 11:00 A.M. 70 Low external 1-Retest 3/17/64 Sp. 208 11:00 A.M. 79 Some external 2-Test 3/4/64 K-2 1:00 P.M. 80 Some external 2-Retest 3/18/64 Sp. 114 1:00 P.M. 80 Some external 3-Test 3/3/64 K-2 9:30 A.M. 65 Some external 3-Retest 3/17/64 Sp. 208 9:30 A.M. 78 Low external 4-Test 3/3/64 K-2 2:00 P.M. 80 Low external 4-Retest 3/17/64 Sp. 208 2:00 P.M. 80 Low external 5-Test 3/4/64 K-2 7:15 P.M. 65 Some external 5-Retest 3/18/64 Sp. 114 7:15 P.M. 79 Some external 6-Test 3/5/64 K-2 8:15 A.M. 60 Some external 6-Retest 3/19/64 Sp. 208 8:15 A.M. 74 Low external 7-Test 3/2/64 K-2 4:20 P.M. 69 Low external 7-Retest 3/16/64 Sp. 115 4:30 P.M. 76 Some external ui 00 59 classrooms, 114, 115, and 208, located in the Speech-Music building on the California State College campus were uti lized for these sessions. This building was a permanent brick and concrete structure. Classrooms used were rectan gular in shape with a configuration of windows, doors, and seats similar to the K-2 room except that there were no small windows located on the door side of the room. Plas tered wall surfaces were painted a pale green or yellow. Lights remained on in the rooms during all phases of the retesting. The testing was supervised by the writer with the assistance of an engineer who was located in the master control room of the Broadcast Service Center. Because the K-2 room had been exclusively assigned to the writer by the College for testing purposes during the second semester, 1963-64 school year, the room was arranged for the testing sessions in advance of the test hour. Chairs were arranged before the first test session and were marked with the identifying number. The room was rechecked before each session, chairs and blinds adjusted, and television receiv er turned on and adjusted. In the case of aural-visual stimulus materials, both picture and audio level were ad justed. For the aural-only presentations, the brightness 60 control was adjusted until the screen appeared to be black. Professors who had agreed to have their classes utilized for the experiment had been told in person by the writer about the purpose and procedures of the tests. In addition, a written statement had been submitted to each professor with a reminder about the time and place of the experimental ses sion. In most cases, the professor was available at the beginning of the experimental session to check the number of class members. None of the professors remained in the room during the actual testing. Test booklets and attached answer sheets were placed on each desk prior to arrival of the class members. When the class was assembled information was presented orally by the researcher, who acted as supervisor. The message inquired about a need for pencils and gave specific instructions about the test booklet. (Complete text of in structions appears in Appendix D.) At this point a colleague who had been waiting out side the room for the lights to be turned off by the re searcher visually signaled the engineer who had been waiting outside of the building S master control room. The engineer then activated the proper video or audio tape recorder, de pending on the mode of presentation. The signal was fed by 61 an RCA TRT-1B television tape recorder if the mode was both aural and visual and by an Ampex 601 audio tape recorder if the mode was aural only. The signals were then fed to an RCA Monitran radio frequency closed-circuit television transmitter which fed the required signal into the College wired distribution system and to Building K. The instructions recorded by the researcher were then heard in the room. The television screen remained black during these instructions except for the pretest aural-visual message sample if the group was to receive a visually augmented stimulus message. Instructions given to all groups pointed out that the individual student was participating in a scientific experiment and that his grade in the class would not be affected. Other information regarding test booklets was also given. Instructions were also prepared for the test- only group and for retest sessions. (Complete text of in structions appears in Appendix D.) During test-only and retest sessions lights remained on in the classrooms. After all tests, answer sheets and test booklets were checked and filed by the writer. 62 Treatment of data Immediate raw data produced by the testing were the marks made by the subjects on the completed answer sheets. These completed answer sheets, together with entrance test score data for each individual subject, were turned over to E. Raymond Weaver, graduate student and lecturer, Computer Center, California State College at Los Angeles, who had been assigned by the Computer Center Director as programmer for the statistical manipulations to be performed utilizing data obtained by the study. First step in the data processing was to punch raw data from the answer sheets onto IBM program cards. Includ ed in this operation were the student's identification num ber, answer sheet number, sex and age information, and the answer marked by the student for each question. In addi tion, entrance score percentiles were added. The punched cards were not verified because verification equipment used for this operation was not available to the Computer Center. Next step was to program the correct answers for the test and retest questions. An IBM 1620 Computer system located in the Computer Center, California State College at Los Angeles was used to process the data. 63 According to Charles Clark, Director of Institution al Studies and the Computer Center, CSCLA, computers such as the 1620 had a system of internal checks which insured the 21 accuracy of electronic calculations. In the read-in proc ess, during which data were fed into the machine from the punched cards, there was a second or check read-in, which, when compared with the original read-in, indicated accuracy of the first input. Had the card not been read correctly, it would have been rejected. Clark said that checks were maintained on the accu racy of internal computations through a control "bit" of information that was added to the six "bits" of information which formed each item of data. If the computation was de termined not to be correct, the machine would stop and a signal light would go on. Clark also said that should any electrical circuit or component fail, the computer would stop and a signal light would go on. The read-out data were cross-checked by the computer against data stored in the memory drums to insure accuracy. Weaver said that all systems functioned normally ^^-Statement by Charles Clark, personal interview January 26, 1965, at California State College at Los Ange les . 64 22 during the computations. Computations were made by the researcher from raw data to verify the computer programs. The first step in this process was to hand grade all answer sheets and compare results with machine grading. Means of several groups were calculated by hand and compared with machine results. The second step was to check through the specific analysis of variance formulae used in the machine calcula tions to see if proper data items had been programmed at each step. All machine operations had been performed cor- V*' rectly. Data from the scoring operation were used to prepare an item analysis for each item in each of the seven test groups. For this operation International Business Machines Item Analysis program 6.0.135 from the 1620 General Program Library was used. The item analysis for each group has been entered in Appendix E. Statistical treatment used to test the proposed hypotheses was the analysis of variance. IBM Analysis of ^statement by E. Raymond Weaver, personal inter view, January 7, 1965, at California State College at Los Angeles. Variance. Means, and Standard Deviations for Subgroups with Unequalf or Equal N program 6.0.140 from the 1620 General Program Library was used. All three programs, including the one written by Weaver, are on file in the program library of the Computer Center, California State College at Los Angeles. CHAPTER III PRESENTATION AND INTERPRETATION OF THE DATA Validity of Data In gathering data the researcher must ask if the test used is valid for the purpose to which it was applied. Did the test measure what it was presumed to have measured? One validating portion of the present study was those subjects who did not receive a stimulus through pres entation of a message; these subjects took the test only. The rationale was that significantly higher mean test scores for groups which received stimulus materials as compared to the test-only group would indicate that the test was measur ing something, perhaps comprehension of the test message. Mean test scores for all groups are shown in Table 5. Based upon the analysis of variance that was used to determine significance of differences among groups, mean scores of the test-only group were significantly lower than 66 67 TABLE 5 MEAN TEST SCORES OF EXPERIMENTAL GROUPS Group No. Immediate Test Re-Test Stimulus Mode Mean Stimulus Mode Mean 1 A-V Normal 18.67 A-V Normal 14.78 2 A-V One-third 14.66 A-V One-third 12.70 3 A-V One-half 12.06 A-V One-half 11.28 4 A-Only Normal 17.73 A-Only Normal 15.27 5 A-Only One-third 15.50 A-Only One-third 14.06 6 A-Only One-half 9.59 A-Only One-half 7.76 7 Test-Only 6.98 Test-Only 6.88 Note: A-V refers to aural-visual stimulus materi als; A-Only refers to aural materials presented without visual augmentation. Normal refers to an uncompressed rate of presentation? one-third to a one-third compression rate; one-half to a one-half compression rate. 68 A second validation of the test as a measure of message comprehension involved the work Fairbanks had done originally in constructing the unit. As described in Chap ter II, the test used by both Fairbanks and the author yielded a mean score of 23 per cent without hearing the message and 59 per cent after hearing the message. The Kuder-Richardson reliability coefficient was .77. Fairbanks had attempted to construct the test so that the mean score, with unselected subjects, would be near chance without the message and a score midway between chance and a perfect score after hearing the message. These figures would have been 20 per cent and 60 per cent respectively.'*' It should be noted that the test-only group in the present study also yielded a mean score of 6.9 or 23 per cent of the 30 questions and that the aural-only normal group yielded a mean score of 17.7 or 59 per cent, both exactly the same as the two means for the Fairbanks study. Reliability of Data In experimental testing of sample groups, the re searcher must attempt to determine the reliability of his ^Fairbanks, Guttman, and Miron, "Effects of Time Compression upon the Comprehension of Connected Speech," loc. cit.. pp. 11-12. 69 data. Waugh commented on the problem the statistician faces in determining reliability of measurements: He has a known sample and wishes to infer from the characteristics of this sample the facts about the uni verse. Since he has not investigated every case in the universe he can not describe the universe with complete precision. He can, however, make some estimates on the basis of his sample if he assumes that the standard deviation which he found in his sample is the same as the standard deviation in the universe.** An estimate of the mean of the total population or universe was obtained by determining the standard error of the mean of the scores of those who were tested. The for mula that was used to determine the standard error of the mean was aH = ^N-l . The obtained was used to establish confidence limits for the mean of the population. As Gar- I rett pointed out, we can expect such assertions to be cor- 3 rect in approximately 68 cases out of 100. Estimates of the standard error of the mean of each test group are in Table 6. These computations were made by hand using machine produced a scores. As a further measurement of the reliability of the ^Albert E. Waugh, Elements of Statistical Method (New York: McGraw-Hill Book Co., 1952), p. 239. 3Henry E. Garrett, Statistics in Psycholoov and Education (New York: Longmans, Green, and Co., 1958), p. 187, 70 TABLE 6 STANDARD ERROR OF THE MEAN OF TEST GROUPS Group N Mean a ' 1 18 18.67 4.12 1.00 2 20 14.66 5.44 1.25 3 18 12.06 4.39 1.07 4 15 17.73 6.20 1.66 5 16 15.50 6.54 1.69 6 17 9.59 4.08 1.02 7 17 6.88 4.12 1.03 Re-Test 1 18 14.78 4.87 1.18 2 20 12.70 5.08 1.17 3 18 11.28 4.44 1.08 4 15 15.27 5.44 1.45 5 16 14.06 6.53 1.68 6 17 7.76 3.38 .85 7 17 6.88 2.12 .53 71 test instrument, rank difference correlations were made be tween group averages obtained for the test and for the re test of the same group. Guilford pointed out "that the correlation between averages of samples is equal to the 4 correlation between individual pairs of measurements." Because the samples were small, the Spearman Rank- Difference correlation method was applied. This Spearman rho coefficient was obtained by hand computation and by 5 using procedures outlined by Guilford. Interpretations of g the rho coefficient were based upon Table L in Guilford. Data are presented in Table 7. A rho of .964 signifies that "it is highly unlikely that there is no correlation between the groups." Procedures in Interpreting the Data Significant differences between test groups were determined by applying a computer program for analysis of variance as noted in Chapter II? the product of this calcu lation was a set of F ratios. The F ratios were interpreted ^J. P. Guilford, Fundamental Statistics in Psycholo gy and Education (4th ed.; New York: McGraw-Hill Book Co., 1965), pp. 347-348. 5Ibid.. pp. 305-307. 6Ibid.. p. 593. 72 TABLE 7 RANK DIFFERENCE CORRELATION Group M1 m2 R1 r2 D1 D2 1- 8 18.67 14.78 1 2 1 1 2- 9 14.66 12.70 4 4 0 0 3-10 12.06 11.28 5 5 0 0 4-11 17.73 15.27 2 1 1 1 5-12 15.50 14.06 3 3 0 0 6-13 9.59 7.76 6 6 0 0 7-14 6.88 6.88 7 7 0 0 p = .964 a p of .893 = .01 level of significance a p of .714 = .05 level of significance 73 7 using G. W. Snedecor's table of F distribution. Significance levels for the mean of each test group compared to the means of all other groups are found in Appendix C. Findings The data obtained from the experiment were grouped according to the four subproblems that were posed in Chapter II. Subproblem one Is comprehension of spoken messages aided by visual augmentation? Hypothesis.— Groups which heard and saw aural-visual * messages at each rate of presentation will have significant ly higher test scores, at or beyond the .05 level of confi dence, than those groups which only heard aural messages. Data.— Three comparisons were made between the six test groups: (1) No significant difference was found be tween aural-only normal and aural-visual normal, (2) no ^Helen M. Walker and Joseph Lev, Statistical In ference (New York: Holt, Rinehart, and Winston, 1953), pp. 466-469. 74 significant difference was found between aural-only one- third compression and aural-visual one-third compression, and (3) no significant difference was found between aural- only one-half compression and aural-visual one-half com pression. A summary is found in Table 8. Interpretation.— The data indicate that comprehen sion was not significantly aided by visual augmentation. The hypothesis was rejected. S u b p ro b le m tw o Is comprehension an inverse function of rate of compression? Hypotheses.— (a) Groups which heard or heard and saw uncompressed messages will have significantly higher test scores, at or beyond the .05 level of confidence, than those groups who only heard or who heard and saw messages com pressed by one-third. (b) Groups which heard or heard and saw messages compressed by one-third will have significantly higher scores, at the .05 level of confidence, than those groups which heard or heard and saw messages compressed by one-half. Data.— Four comparisons were made among six test 75 TABLE 8 SIGNIFICANCE LEVELS FOUND FOR HYPOTHESES IN SUBPROBLEM ONE Immediate Test Groups N Mean F Signifi cance Aural-Only Normal (4) 15 17.7 .267 — Aural-Visual Normal (1) 18 18.7 Aural-Only One-third (5) 16 15.5 .181 — Aural-Visual One-third (2) 20 14.7 Aural-Only One-half (6) 17 9.6 2.961 Aural-Visual One-half (3) 18 12.1 76 groups: (1) no significant difference was found between aural-only normal and aural-only one-third compression, (2) a highly significant difference at the .01 level of confi dence in the direction of the one-third test group was found between the aural-only one-third compression and the aural- only one-half compression, (3) a significant difference at the .05 level of confidence in the direction of the normal rate group was found between the aural-visual normal and the t aural-visual one-third compression, and (4) no significant difference was found between aural-visual one-third com pression and aural-visual one-half compression. A summary is found in Table 9. Interpretation.— The data and comparisons provided some evidence that comprehension varied as an inverse func tion of rate of presentation. The two comparisons which yielded significant results suggested that comprehension decreased as the rate of compression increased. It appeared that comprehension decreased more with the aural-only mode of presentation than with the aural-visual mode. The data permitted the hypotheses to be neither accepted nor rejected in whole. 77 TABLE 9 SIGNIFICANCE LEVELS FOUND FOR HYPOTHESES IN SUBPROBLEM TWO Immediate Test Groups N Mean F Signifi cance Aural-Only Normal (4) 15 17.7 .948 - - Aural-Only One-third (5) 16 15.5 ‘ - • Aural-Only One-third (5) 16 15.5 9.833 .01 Aural-Only One-half (6) 17 9.6 Aural-Visual Normal (1) 18 18.7 ' 6.469 .05 Aural-Visual One-third (2) 20 14.7 Aural-Visual One-third (2) 20 14.7 2.580 — Aural-Visual One-half (3) 18 12.1 78 Subpgflb lem-fchcflfi Is retention of information an inverse function of rate of compression? Hypotheses.— (a) Groups which were retested two weeks after having heard or heard and seen uncompressed messages will have significantly higher test scores, at or beyond the .05 level of confidence, than those retested groups which had heard or heard and seen messages compressed by one-third, (b) Groups which were retested two weeks after having heard or heard and seen messages compressed by one-third will have significantly higher test scores, at or beyond the .05 level of confidence, than those retested groups which had heard or heard and seen messages compressed by one-half. Data.— Four comparisons were made among six groups: (1) no significant difference was found between aural-only normal retest and aural-only one-third compression retest, (2) a highly significant difference at the .01 level of confidence in the direction of the one-third compression retest was found between aural-only one-third compression retest and aural-only one-half compression retest, (3) no significant difference was found between aural-visual normal 79 retest and aural-visual one-third compression retest, and (4) no significant difference was found between aural-visual one-third compression retest and aural-visual one-half com pression retest. A summary is found in Table 10. Interpretation.— Because there was no significant difference between mean scores of groups which were retested for comprehension of compressed aural-visual messages and there was a highly significant difference between means of groups which only heard compressed messages, it might be taken that subjects retained more information from the higher rates of presentation because they had heard and seen visually augmented messages than because they had but heard the presentation. The first hypothesis was rejected. The second hypothesis could be neither accepted nor rejected in view of the data. Subproblem four Is retention of information a function of mode of presentation? Hypothesis.— Groups which were retested two weeks after seeing aural-visual messages at each rate of presen tation will have significantly higher test scores, at or 80 TABLE 10 SIGNIFICANCE LEVELS FOUND FOR HYPOTHESES IN SUBPROBLEM THREE Retest Groups N Mean F Signifi cance Aural-Only Normal (11) 15 15.3 .308 — Aural-Only One-third (12) 16 14.1 Aural-Only One-third (12) 16 14.1 12.328 .01 Aural-Only One-half (13) 17 7.8 Aural-Visual Normal (8) 18 14.8 1.648 — Aural-Visual One-third (9) 20 12.7 Aural-Visual One-third (9) 20 12.7 Aural-Visual One-half (10) 18 11.3 .835 81 beyond the .05 level of confidence, than those groups who heard the aural-only messages. Data.— Three comparisons were made among six test groups: (1) no significant difference was found between aural-only normal retest and aural-visual normal retest, (2) no significant difference was found between the aural- only one-third compression retest and aural-visual one-third compression retest, and (3) a significant difference at the .05 level of confidence in the direction of the aural-visual one-half compression retest was found between the aural-only one-half compression retest and the aural-visual one-half compression retest. A summary is found in Table 11. Interpretation.— The significant difference between the two one-half compression means scores was the only sig nificant difference which could be attributed to visual augmentation of the aural message. The data provided for neither whole acceptance nor whole rejection of the hypoth esis . Although no hypothesis was proposed for other com parisons which could have been made among the available data, the researcher did compare the test-retest scores of the six test groups. With one exception, no significant 82 TABLE 11 SIGNIFICANCE LEVELS FOUND FOR HYPOTHESES IN SUBPROBLEM FOUR Retest Groups N Mean F Signifi cance Aural-Only Normal (11) 15 15.3 .074 — Aural-Visual Normal (8) 18 14.8 Aural-Only One-third (12) 16 14.1 .496 — Aural-Visual One-third (9) 20 12.7 Aural-Only One-half (13) 17 7.8 6.865 Aural-Visual One-half (10) 18 11.3 .05 difference was found. In comparing the scores from the first testing with those from the second testing of the group which heard and saw the message that was compressed by one-half, a difference was found that was significant at the .05 level of confidence in the direction of a lower score for the retest of that group. CHAPTER IV SUMMARY, CONCLUSIONS, AND IMPLICATIONS Summary The problem of this study was to determine, by the experimental method, relationships (measured by tests of comprehension and retention of factual details) between (1) a spoken message, (2) the same spoken message visually aug mented, and (3) presentations of this material at three different rates of compression. Specific subproblems in vestigated were: (1) Is comprehension of spoken messages aided by visual augmentation? (2) Is comprehension an in verse function of rate of compression? (3) Is retention of information an inverse function of rate of compression? (4) Is retention of information a function of mode of pres entation? This study's results might be useful in increasing the efficiency of the presentation of factual material through television systems and motion pictures. 84 85 The review of related literature showed that there had been a steady development in the research related to time compression of factual materials; interest in the sub ject had been greatest within the last five years. A search of the literature revealed only one study directly related to the area of visually augmented compressed speech. The experimental method was used for the study with the stimulus message being the manipulated variable. Tech niques and procedures for the study included preparation of materials, examination of subjects, and treatment of data. Materials were prepared in two steps: construction of audio and video tape recordings and construction and reproduction of test booklets. The message and test ques tions were those used in previous time compression experi ments by Fairbanks. The subject of the message was meteor ological instruments. Construction of the tape recordings began with the development of an audio tape recording of the stimulus mes sage read by a skilled student at the rate of 141 words per minute. Two aural-only recordings of the original message were compressed to one-third and one-half the normal length by using a Kay Electric Company Vari-Vox automatic time- frequency compressor. Visual augmentation of the message was in the form of still photographs and photographs of equipment models. Video tape recordings, combining message and visual augmentation, were prepared using television cameras which picked up projected slides. Compression of visual elements was accomplished by skip-frame printing of films that were made from the video tape recordings by kinescope recording. Pinal aural-visual stimulus materials were composite video tape recordings which synchronized compressed visual and aural elements. Aural-only stimulus materials were on one-quarter inch audio tape. A special script was written as a sample message for use during test instructions; it was constructed using the same techniques that were applied to the test messages. Construction of the test booklets and answer sheets involved duplication of the Fairbanks originals. In design ing the answer sheet, special consideration was given to the fact that the test answers would be scored as part of the machine data-processing used in manipulating the data. Seven groups of students from Speech 150 "Oral Communication" classes at California State College at Los Angeles, a total of 121 subjects, participated in the test administration, which included immediate examination follow ing the stimulus message and a retest two weeks later. One 87 of the groups received no stimulus presentation and was called the "test-only" group. Stimulus administration and immediate testing took place on the college campus in a semi-permanent classroom building which had been equipped for television reception. Retesting took place in three classrooms in the Speech-Music building on the campus. Testing was preceded by standardized test instructions which included a sample of the type and the mode of the message that was to be presented. Data were primarily treated by automatic data proc essing. Marks made by. the subjects on the answer sheets were punched on IBM program cards. Correct answers to test and retest questions were programmed and scoring was done by machine. Data from the scoring process were used to pre pare an item analysis and the data were used to test pro posed hypotheses through statistical treatments including analysis of variance. Primary statistical treatment of data was done in the Computer Center of California State College at Los Angeles. Conclusions Conclusions of the study are based upon data in Chapter III, and are valid only within the limitations of 88 the study. Subproblem one Is comprehension of spoken messages aided by visual augmentation? 1. Because no significant difference in comprehen sion could be found between aural-only and aural-visual groups, it must be concluded that comprehension of these spoken messages was not aided by visual augmentation. Subproblem two Is comprehension an inverse function of rate of compression? 1. Based upon the data, there is some evidence that comprehension varies as a function of rate of presentation. * As with other studies in time compression, there was evi dence that comprehension decreased as the rate of compres sion increased. Thus it may be concluded that there is a relationship between the two variables. 2. It may be concluded from the data that visual augmentation of compressed materials decreased the amount of comprehension loss at the higher rates of compression as compared with aural-only modes of presentation. Subproblem three Is retention of information an inverse function of rate of compression? 1. It may be concluded that retention of informa tion is not a function of rate when subjects are exposed to aural-only compressed messages. 2. It may be concluded that retention of informa tion is a function of rate of compression, especially at the higher compressions, when subjects are exposed to visually augmented compressed messages. Subproblem four Is retention of information a function of mode of presentation? 1. It may be concluded that visual augmentation of messages aids in the retention of information when the mes sages were originally presented at high rates of compres sion. General conclusions Considering the data, the study was inconclusive. There is a possibility that uncontrolled variables, such as differences in age and sex, may have affected individual group means. Implications for Further Study The following implications for further study are offered: 1. Similar studies should be conducted with larger and more closely matched groups to reduce the possibility of uncontrolled variables. Different groups might be used to decrease the limitations of the present study. 2. Studies using line drawings as the visual aug mentation element should be carried out. Instructional motion picture research has indicated that simplified line drawings carry more information than photographs. ~ 3. A visual-only group should be added to the ex perimental design of further studies to determine if sub jects can learn a significant amount from this mode of presentation. 4. Experiments should be conducted to determine the maximum efficient length of compressed messages. 5. Experiments should be conducted to determine if visual augmentation in color adds significantly to the com prehension of compressed messages. 6. A new technique for presenting aural-visual 91 materials in a shorter-than-normal period of time now exists. The electronic video tape playback device used primarily in sporting events to present speeded-up and stopped pictures of play-by-play activities might provide a more sophisticated method for visual compression of materi als than the techniques described in this study. 7. Studies should be carried out using available data and stimulus materials from the present study to cor relate specific test items with related pictorial stimulus items. 8. Studies should also be carried out using avail able data to correlate individual test scores with seat number and place on the seating chart. 9. Experiments using new slow scan television de vices and low speed motion picture photography should be made to determine their applicability to visual compression studies. A P P E N D I X E S 92 A P P E N D I X A ANSWER SHEET FOR COMPREHENSION EXPERIMENT 93 94 Answer Sheet for Comprehension Experiment (Circle the letter which corresponds to the correct answer) 1. a b c d e 16. a b c d e 2. a b c d e 17. a b c d e 3. a b c d e 18. a b c d e a b c d e 19. a b c d e 5. a b c d e ro o . a b c d e 6. a V # c d e 21. a b c d e 7. a b c d e 22. a b c d e 8. a b c d e 23. a b c d e 9. a b c d e 2k. a b c d e 10. a b c d e 25. a b c d e 11. a b c d e 26. a b c d e 12. a b c d e 27. a b c d e 13. a b c d e ro CO . b. b c d e I k . a b c d e 29. a b c d e 15. a b c d e 30. a b c d e Do not write below this line until you have completed the test answers Nam e College Class S e x FT P A p e APPENDIX B CASE HISTORIES OF SUBJECTS 95 96 30 18 1 AUDIO - VISUAL NORMAL EACECBDA CEEA DBAA BBCBDD BDAEBCBC ANSWER. SHEET FOR A FORMS SN TB S A ETS $ 1 1 000075 F IB 70 8 1 2 000077 F 17 70 25 1 3 000093 M 19 80 24 1 4 000087 F 20 45 18 1 5 000091 F 35 5 23 1 6 000086 F 37 59.6 16 1 7 000092 M 18 59.6 17 1 8 000053 M 18 75 15 1 9 000051 F 40 60 13 1 10 000081 F 31 59.6 11 1 11 000083 M 19 85 12 1 12 000082 F 40 59.6 10 1 13 000084 F 19 30 2 1 14 000080 F 18 60 1 1 15 000079 F 18 75 3 1 16 000078 F 18 50 5 1 17 000041 F 31 50 4 1 18 000076 F 18 80 CACECBCACECADCAABACCBDBDAEBCBC DACO ABDABECEDACADEABEDCCECBAAD EACECBDACBEAEAACBACBDDBDAECCAC DA C EBBDA CEEA DAC EBECAED EABBBA DC AACECBC ABEBA DAC ABDC BDBBDBBBAAE CA EEBBDACEEADAADBECACDDDADBCBA EACEBDDE EEECDA AAA DEBEDD DDD BCED DACECBDACEEADDAABECADDBDAE8CCC DACECCDACEEADBOABACAEBBDAABDCO D A EEABDBBEECO ADA ABAC EBEAED BCAA CACECBDACEEDDCAABACBEDBDAEACDC BACEABDACAEACBACBBCDEDEDACACED EACEC80CCBEDDEBA6ACBE0EAB0BCBC DACDCBDACECCDDAABBAABDBAOBDEBC CACECBDACEDAEEACAECBEDEDBDCBEC EAEDABDACEEBDBACBECBDDBDADCCBC DACEABDCCECBDCCAAACBCDBDBEBCBD EACECBDACAEACBAABACBEDBAAEBCBE Legend: SN = Seat Number TB = Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 97 30 18 8 AUDIO - VISUAL NORMAL RETEST ANSWER SHEET FOR 0 TB S ; FORMS A ETS CBDEABBBAABAEBBECCCAEBEDCADOOC 8 I 100021 F 18 70 DBDEBEDBCAAECABDCECAEBCACAEDCD 8 2 100024 F 17 70 DBEDCEAABDAACCDDAAAABBDDCCECDC 8 3 100028 M 19 80 CB0BACBABAAAEABECCCAE8EDCADEDC 8 A 100023 F 19 45 AAABBADBCAEEEABBCCAAEBODCBEEDE 8 5 100026 M 5 AEABACAECBDCCAAEBCAAEECBCCDEDE 8 6 100056 F 59.6 CEDBBDCBAAEAEBADCEAAEECAEAEDDA 8 7 100029 M 18 59.6 CCDEEBDBEEDAEDDDBCAAAEBDCCCDEA 8 8 100022 M 19 75 CADEABADAAAAEBBECCCAEBEDCADDDC 8 9 100038 F 40 60 DBDEABEBDAACCABDCCCABBDBDACDCD 8 10 100016 F 31 59.6 CBAEBBBADCBACCCDBEBAEBDAEEEDDB 8 11 100055 M 19 85 cadeoabdaaaaebbeccaaebad:aeooc 8 12 100017 F 40 59.6 CCAADABDAABADEBEAEAAEBBDBADCDD 8 13 100052 F 19 30 CAAEBBAAADAEEBBDCBCAEDODCBEEDD 8 14 100027 F 18 60 EBABCDCEBABECBBBBACAABDDCDEDCC 8 15 100053 F 18 75 OBBEAECEAAACDCAECCAAEBCDCBEEDD 8 16 100054 F 18 50 DADDBABAAADCEAADCCBADBDBABDDCD 8 17 100025 F 31 50 CADEBBACCCEBCABECCAAEBDDCBCDCC 8 18 100018 F IB 80 CAAABBDBBAADEBBECCBAEBEDCBDEDC Legend: TB = Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 98 30 20 2 AUDIO - VISUAL 33-1/3 ANSWER SHEET FOR A FORMS EACECBDACEEADBAABBCBDDBDAEBCBC ■ f l " 2 I o o f f r r + A 19 E |S DAAAADCACBCDDAAAADCABOAABBBCBD 12 2 2 000113 F 19 20 EAEBABE08EECDABAB0CAC0BABCEBCA 21 2 3 000118 M 18 30 BACBCECAECDEDBAABACBBDEACCACBC 20 2 4 000117 F 18 97 CBGD8BDCCBEADBABBACCEDAADDECBD 24 2 5 000121 F 21 10 CBCEABCABEBEEBBACABBDECOCEBDDB 13 2 6 000112 F 19 10 EABEBEDCDCDCEBCBEDCBCBCBECABDC 14 2 7 000111 M 18 10 BAAEDDAABBEDEDCAEDEBDDCEREAAED 15 2 8 000110 M 19 85 EACEABCACEEADCAOBACBODEOAEBCBC 16 2 9 000098 M 20 85 EACECBEACEEAEBAABACBCDBDAEBCBC 17 2 10 000095 M 22 35.1 CACEBEDABEEODBAOBAABCDBOAC6C8B 9 2 11 000068 M 21 10 EACECBDACEEEDDAAAABBBDBBBDACBD 8 2 12 000088 M 20 10 DADEBBABDECBDAAABEDBCDDACCBCBD 7 2 13 000071 M 5 DACECBECCBECDDBADEABOOODBEEDDB 6 2 14 000109 M 18 15 ACDBDBDCBDABEBCACAABDDACEDECBA 5 2 15 000107 M 19 55 0ACAABDCCEECDBACAAABDDDD8CBCBC 4 2 16 000101 M 18 50 CACECBDACEEDDAADBDCBEDBDAEAC8D 3 2 17 000103 M 19 30 DACAABEAAEEBOACAEAAADDEABABCBD 2 2 18 000105 F 19 15 BBEABBOCBECADECEADEBECADEABCAE 1 2 19 000099 F 32 90 EACEABDACEECDAAABDCBDAEAAACCDA 10 2 20 000115 M 21 35.1 DBCBBBECAEECDABACDEACDAACDECAA Legend; SN - Seat Number TB = * Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 99 i 30 20 9 AUDIO - VISUAL 33-I/J RETEST ANSWER SHEET FQH: B i FORMS CBUEABBBAABAEBBECCCAEBEDCADDDC TB S h ETS AAABBBBBAADACABCCCAAECCDBACBCC 9 L 100115 F 19 5 9 2 100116 F 19 20 BBABBECDCACD8EEABAACBCBAEBDECB 9 3 100088 M 18 30 CDACCABBADBCC8CCACACCEADDAEADD 9 4 100089 F 18 97 DAABCDCDCAABEBBDCCADBEDDCAEDDD 9 5 100114 F 21 10 CBDBCEDBBDDBBCCEBEBAEECADADECA 9 6 100110 F 19 10 ECEACEBDBCACCBCEBCBEEBEDCECEDD 9 7 100097 M 18 10 DBABCABDCADADBBEBEiiAECDDAACEBA 9 8 1001I7 M 19 85 CADEAB3CAAACEBRECCAAFBEDCADDDD 9 9 100095 H 20 85 CEDEABDBAAACEBBECCCAEBBACBCDEC 9 10 100096 M 22 35.1 CBOEBBCBBAAEEBBOCAAAEECBCBDODB 9 11 100106 M 21 10 ABBECBBCAAACECBDCCCAEBEOCBEDEO 9 12 100090 M 20 10 BBCABDBABBEACBDCCAEAOADODAEDAD 9 13 100108 M 19 5 ACAECDDBBCAOEBADCCCAEBDOBBEDEA 9 14 100091 M 18 15 CBCAEEBABCAABBACBAABCBEDCECEDB 9 15 100092 M 19 55 CBOECBBCBCABEBABECAAOEEDACBODO 9 16 100109 M 18 50 ABOEEABAAABACEBEBCCAEEODCABEDA 9 17 100107 M 19 30 AEAECBEDCAOABBBABAAAEBBDCBCDED 9 18 100111 F 19 15 CBABBBCCBAECBCADBEAECBCBEEDDDA 9 19 100113 F 32 90 CAAEBCDAACAAEBBARCAAEBCDCflDDDE 9 20 100098 H 21 35.1 CCCBBABBBDDABAADDAABBADDBBCDDA Legend: TB = Test Booklet Number S = Sex A = Age ETS » Entrance Test Score 100 30 18 3 AUDIO - VISUAL 50 ANSWER SHEET FORl Ai FORMS EACECBDACEEADBAABBCBDDDDAEBCBC SN TB S A ETS 6 3 L 0 0 0 0 4 2 H 18 90 DACDCBDCCAEDCCABBAABEOEDBDCCBD 10 3 2 0 0 0 0 4 6 F 45 30 BABECBDAAACEEOCCEACCCOBACBECAA 8 3 3 0 0 0 0 4 4 F 18 45 AABDBDOAOCCOECBACAACODAOCCAAEA 7 3 4 0 0 0 0 4 3 M 18 35 EACDCBEACAEDDBCBBACBEDEDDDABBC 13 3 5 0 0 0 0 4 9 M 29 5 1 . 3 EACACEDACBE+EACABACB+DD+BCEC+C 16 3 6 0 0 0 0 5 2 F 20 5 1 . 3 EACEACAACBEAOAAABACBEDBABACDBC 12 3 7 0 0 0 0 4 8 F 18 50 EACDCEBACADAEBBOBBCBEOBACBECBD 14 3 8 0 0 0 0 5 0 M 21 5 1 . 3 EACEABEABBCAOCDBCDDBODAAACACBC 9 3 9 0 0 0 0 4 5 F 19 35 ABCECCEDBACCECEDDDBBCDEAACCBCD 4 3 10 0 0 0 0 4 0 F 38 45 DAECABBCEEDADEAABOCBCDAEABBCDB 3 3 11 0 0 0 0 3 9 F 19 20 OBBCBBCADDECEACBEEDCEABAEACDAD 2 3 12 0 0 0 0 3 8 F 25 40 CABEABOCBDCAEABABAEBDDBACBACBC 24 3 13 0 0 0 0 6 0 F 18 55 AOCAABEDBEDAEBDDBECAEDEDBBEDCB 22 3 14 0 0 0 0 5 8 F 21 70 EDCABBEDDEEAEBAAEAEBDDDBABAOBD 23 3 15 0 0 0 0 5 9 F 2L 85 EACBABCACBCEDBCCBDCBEABCBDBCBA 20 3 16 0 0 0 0 5 6 F 33 70 OACEAEACBEECECCABACBEODEBABAED 19 3 17 0 0 0 0 5 5 M 19 55 AACOABDACBEAEACABACCEDDABEAOCC 28 3 18 0 0 0 0 6 4 H 18 45 BBADABCDDCDABDCAADACEBBCEBABDA Legend: SN TB = Seat ■ Test Number Boole let Number S = Sex A = Age ETS = Entrance Test Score 101 30 18 10 AUDIO - VI ANSWER SHEET FOR B FORMS TB S A ETS 10 1 100020 M 18 90 10 2 100043 F 46 30 10 3 100019 F 18 45 10 A 100046 M 18 35 10 5 100050 M 29 51.3 10 6 100034 F 20 51.3 10 7 100035 F IB 50 10 a 100049 M 21 51.3 10 9 100033 F 19 35 10 10 100039 F 38 45 10 11 100040 F 19 20 10 12 100036 F 25 40 10 13 100037 F 18 55 10 14 100041 F 21 70 10 15 100045 F 21 85 10 la 100044 F 33 70 10 17 100047 M 19 55 10 18 100042 M 18 45 Legend: TB = Test Booklet S - Sex A = Age ETS - Entrance Tes L 50 RETEST CBOEABBBAABAEBBECCCAEBEDCADOOC CBDAECEBACACEBBDBCCAEBDDDBECDC BDAAEBCDDADDCDBDBECABEBDACCEEA ACDBCAACBAAACCABBBAABEADDCDEOA CACBDAB0BAACEBBCBCCAE88DDDEECC CBABCEDBCCEAEBBCCCAABEEDCBCEDC BACBCB8BAAABEBBDCBDADC8DCBEEBB CBACEEBA+ABEDBBECCCABEEDCAEBDC CADBEEBBDCDCCBDCADAAECEDCAODEC BDAABAAEBDAECCDABAAAEEDDCADEDA CBBBEBDDAEODCBDDBCAAAABEOCCEBE BCAACECACEDDDBBCEOBBECAAECDOBD CBAEBDBCBCOCCBBEBAEECBCDBABEDC DBDEBBCEDCEACBDEACBDEBEDCBEEDA BBDDBACDADEBECCBOEABCBDACAEEDD CACBEBBBCAOBCBBECCAABBEDCBDEDE EEEOCBDCCDAAEDBEBCEAEEDDCBCDOC CBOBAACBACDBEBBDACAAOBADCAEEEO BDCDECDBCDEABBABDAAEBCAAABDEBD Number : Score I 102 30 15 4 AUDIO ONLY ANSWER SHEET FOR A FORMS SB TB s A ETS 3 4 I 000106 M 22 55 29 4 2 000097 M 18 60 28 4 3 000096 M 26 57.3 25 4 4 000065 M 22 75 24 4 5 000066 F 40 45 23 4 6 000067 F 20 50 6 4 7 000102 F 18 75 4 4 8 000104 M 23 57.3 18 4 9 000108 F 28 57.3 16 4 10 000090 F 23 3 14 4 11 000070 M 21 55 15 4 12 000069 M 18 75 11 4 13 000063 M 21 70 10 4 14 000062 F 18 45 21 4 15 000073 F 17 80 Legend: SN = Seat Number TB = Test Booklet : S = Sex A = Age ETS = Entrance Test EACECBDACEEADBAABBCBDDBDAEBCBC CACDCBDACEECDCACBECBCEBDBBBABC DBCBOBCACDEAECBCBEABOOAEBEBCCD CABECBODBCAEEBABBDABOCAACEECBC EACECBDCCEEADBAABACBEDBDAEBCBC DECECBDCBECADDBBDDCBDDAABCBCED AABDCBECBBDCOCCAABCBDCBDBBDBBA EECEAEECBBBCOBAABAACEOOAACBCBO OACOCBOACEEAOAAABBCCCDEOACBCBC DACEBBOABBEEDBABBBCOODCDABBCBC EAEACECBOCDEEACDBAEAEDBAEAACBA OACDOBOCBDECEACABACBODEDBABCBB CAAECBDACEEADDAABBCBOCBDAEBCBC EACECBDACEEADBAABBCAADBDAEBCBB DACDCBOACEEOOBAAEBCBADEOABBOBC DAECCBOCCEECDCCOBAACEBOOBBBACC 103 30 15 11 AUDIO ONLY NORMAL RETEST ANSWER SHEET FOR £ FORMS CBDEA8BBAABAEBBECCCAEBEDCADDDC TB S A ETS 11 1 100070 M 22 55 ABOECBBCDAACECEBCCCADBCCCBDDDC 11 2 100067 M 18 60 DBEABBBCBCADEBBAAADDBBDOCBCDDC 11 3 100064 M 26 57.3 CEABEBCEACABCBBEBAAAEEDDAAEDDC 11 A 100061 M 22 75 CADEABBAACAAEABECCCAEBEDCADDDC 11 5 100073 F 40 45 CAAECADBBEDADBCCBEADCBDDBBEDEC 11 6 100065 F 20 50 BODACBDBACAACOOEACCABEBDCCCDEA 11 7 100059 F 18 75 CBADCBADACADCBDCBDDEEBADCDCDDD 11 8 100060 M 23 57.3 AADEBCBAAABAEBDCCCCADBDDCACDDC 11 9 100066 F 28 57.3 CCDBBAADBAECDCBBCCAAEEDDEBDDCD 11 10 100057 F 23 3 ABABEDABCCAAEBBEDDCAEBEBDEfcDDE 11 11 100063 M 21 55 CDOBEBBBCAABEBOEBCAADCDOCBOCDD 11 12 100058 M 18 75 CADEABCDACBBEBBECCEAEBCBAADDEC 11 13 100069 M 21 70 CBDEABBBAABAEABECCCAEBEOCAAOCB 11 14 100062 F 18 45 DADADBBDAAAACBEBCACADBDDCADCDD 11 15 100068 F 17 80 BCDBBBOCCCAOCBDBBAAACBDBBBEDDC Legend: TB = Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 104 ( 30 16 5 AUDIO ONLY 33-1/3 ANSWER SHEET FOR A FORMS 6ACECBDACEEADBAABBCBDDBDAEBCBC SN_________ TB S A ETS 8 5 1 000134 M 18 60 DBCCCBACBB+CABBAAEEDDCBEEABCEB 11 5 2 000163 F 52 90 CACDCEDABEDBDACEBBCBDEADEAABBC 14 5 3 000170 M 22 50.5 EACEABDABEEADAAABBCBEDBDBEDCCB 16 5 4 000132 M 27 15 EACECBDCCEEADAAABADBBOBDAEBCDC 31 5 5 000145 M 24 40 CCCEDBEDBECAOBBAEBABEEEDABECBC 30 5 6 000144 F 24 50.5 DACABBDABEDCOCCEEAEBDEADACCCEC 36 5 7 000150 M 41 95 EACEEBDACEEDDBAABDCBDBBDBECCBC 3 5 8 000167 F 30 50.5 BBEBDAEACBBACBECBDEE8AACABCDDC 8 5 9 000159 M 23 50.5 AACDABDACEEAEAAABACAEDEDAEBCAA 6 5 10 000160 M 25 80 EBCACBDACEEEEBCBBDBADDBOBDBCDC 20 5 11 000137 M 40 DBBADEAD8BCEDECCBDABCCEACBBDCC 21 5 12 000138 F 30 5 BABEC8DCDBEDDBBDAACDDDCDABCCBC 22 5 13 000139 F 27 55 DACEABDCBBEADAABBACBEAADAEBCDC 23 5 14 000140 M 29 25 DAAEABDCBEEADBDABDCBBDBDAEBCBA 26 5 15 000143 M 30 50.5 DACDABDACBEADAEABDCABDADBEBCBC 24 5 16 000141 M 50.5 DEDAABBDBBECECA+4-++++'f+-f Legend: SN TB = Seat = Test Number Booklet Number S = Sex A = Age ETS - Entrance Test Score ii 105 30 16 12 AUDIO DNLY 33-1/3 RETEST ANSWER SHEET FOR E1 FORMS CBDEABBBAABAEBBECCCAEBEDCADDDC TB S A ETS 12 1 100086 M 18 60 DBDBEBDEEADBCDDDECABBBEDBBCBAD 12 2 100105 F 52 90 BADEBAABCAADDBBABBAADDECDDDDDC 12 3 100103 M 22 50.5 CBDECBBAAAB8EBBEBCCAABDACBEDEC 12 4 100081 M 27 15 C6DEABDBAAAAEBBECCCAEBEDCADDCC 12 5 100076 M 24 40 CDBEABBABDACCBBBBADCEBCEAAEEEC 12 6 100077 F 24 50.5 CBDEBEBCCCDEBDBCBBAABDCDECCEDD 12 7 100112 M 41 95 CADEABBBAADAEBBECCDAEBEDCBDDDC 12 8 100078 F 30 50.5 CAEABADACBDCABDDBAAECBDOBEEDCC 12 9 100080 M 23 50.5 CDDEABABAEADEABEECBACBCDCABDDA 12 10 100082 M 25 80 CBDABBDBCCDBEADDCDCBBBEDBBDEDD 12 11 100104 M 33 40 BEABCACEBDDECBBCBADEBECDCDCDCD 12 12 100087 F 31 5 CADAEABCCCACECBDDCAAABDBCADDDD 12 13 100084 F 27 55 CAOBABDBBCACCBBEBCDAEBDCDAEDDC 12 14 100083 M 29 25 CADBEBBCBADAEBBEBCAAEBCCAABEDC 12 15 100079 M 30 50.5 CADBABEAEADAEABEBADADBODAACDDC 12 16 100085 M 46 50.5 CADDCEC8AAABCBDCBCAEDEDACBEBBB Legend: TB = Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 106 30 17 6 AUDIO ONLY 50 SN ANSWER SHEET FOR TB : A S FORMS A ETS EACECBDACEEADBAABBCBDDBDAEBCBC 19 6 1 000180 F 18 25 DACAACCCBBBDEAACEACECAAABDBCAE 16 6 2 000177 H 19 60 BADDDEADCADCEACBBACBDOBEECBCBD 17 6 3 000178 F 18 60 ABBADDDDDBDEECAEEAEBEOBEDABCCB 11 6 4 000213 F 18 70 DECECBBABBEAEBCABECBDDBABEBDBA 13 6 5 000173 F 18 40 DDACDBBCBEBDDCDDBABCEOBAEDEEBE 4 6 6 000209 F 22 20 DBEBDBDCBEOCDBCABAAACBAEACBCAE 5 6 7 000208 F 17 3 DBEEBEDCBECEEBCAABCBEDEAEDDCAD 6 6 8 000207 F 18 1 DCBABBDCOCEBECCBEDACECAAACDBDD 7 6 9 000206 F 19 15 EAOAODDCBBDEEDCBEDDCDDAABEBCCB 8 6 10 000205 F 22 42.7 ECCEADBABBCCEACAOACBOOEABDAECA 9 6 11 000204 M 18 70 EACBOBCABEEAEAAABDCBCDDDBEACBD 23 6 12 000215 M 21 50 BBCEABDCCBEDEBDACECDABBABDCCBC 21 6 13 000217 M 21 85 DDCECECAEAEECBCEDEAAEDAACCDCED 22 6 14 000216 F 18 80 DBCEECAEBCBDECCADCDCCCCAEDDEAA 2 6 15 000211 F 60 DECECBEADDCBEDCCBDECDDBACEECAE 3 6 16 000210 F 19 1 OADDABDEBBCCEACAAEABEDEAAEBDEA 1 6 17 000212 F 18 42.7 BACDAEDABBCEDBADEABBCBAEACBBDC Legend: SN = Seat Number TB = Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 107 30 17 13 AUDIO ONLY 50 ANSWER SHEET FOR B FORMS TB S A ETS 13 1 100101 F 18 25 13 2 100099 M 19 60 13 3 100071 F 18 60 13 4 100122 F 18 70 13 5 100121 F 18 40 13 6 L00100 F 22 20 13 7 100118 F 17 3 13 8 L00119 F 18 1 13 9 100123 F 19 15 13 10 100102 F 22 42.7 13 11 100074 F 18 70 13 12 100075 M 21 50 13 13 100094 M 21 85 13 14 100120 F IB 80 13 15 100125 F 60 13 16 100093 F 19 1 13 17 100124 F 18 42.7 Legend: TB - Test Booklet S = Sex A = Age ETS = Entrance Tes RETEST CBOEABBBAABAE0BECCCAEBEDCADDDC CAABCACAADECCDAABAAACCOACECDBC EBCBCDBDCBABDCBDACDCBDBOEBOBCD DAABBBDBAAADCECAAABBEEBD8EEEDD DBAECCDBCCAEOBBDBCCAEDDDCBCECA 8BABACBCCCABBBDCBBADCDBDCBEECD EADEBBBACCDABBBEBEDBAEDCEDDDDA CEAECCECDOOCADBCOACEBCAAAEOEEC BAABEBCDCCEACDBAACEBDCABDECAAE DBABCBAECCACCBBACBAAADEABBDECB ECABOECCCDEBOBDDBCAEBOODCOOCBE CDDBAADAAADBEBBEBCOAEEEDABCEDC CBABEBBBOCODEBDDACBAEDBBCBCEDC CCAAOOEECCEAEABBEADOEBOOCCECCC BCDDEDDCAABCACDAABCDDEDCDDECCA A8DDCEDACAACCDABBCAEEAEBAACADB BAABBDDACAABCBBCBAABAEBBOBCEED AAEBDCBDACABCBEDBBDBABBDCABDAA Number : Score 108 30 17 7 TEST ONLY ANSWER SHEET FOR A FORMS SN TB S A ETS 12 1 000013 N 22 55.: 17 2 000018 F 18 75 18 3 000019 F 46 3 11 4 000012 M 35 95 10 5 000011 M 23 80 29 6 000030 F 21 70 35 7 000036 M 18 50 32 8 000033 M 18 65 28 9 000029 F 32 55.: 21 10 000022 F 21 45 20 11 000021 F 18 15 2 12 000003 M 18 60 7 13 000008 M 38 55.. 5 14 000006 M 20 55.: 4 15 000005 M 18 25 8 16 000009 M 18 80 7 17 000010 F 19 55., EACECBDACEEADBAABBCBDDBDAEBCBC BBEBCEDDAABCOBEDOAACOABADCBOEA EDAAEDBBBCADOCBOACDCBBCDEDBCEA ABDEACDDBDECEABAAECBCBDAEEBCAA D B E A A E D C C E E D D B D E E E B B D E A D B D E D E C *■+♦ ♦ ♦ « ■ 4 - ♦ *■++♦ * + ♦ ♦ ♦ ■»■+♦ + ♦ * ♦ ♦ ♦ BEEEBCOCBBEDCDCEDOAAOCCABCBCAD EECAAECABCDBCCAAAEADBEAABCECBC BAAABEEEBECABBCADAEADADDBBECCE BAAAACOCBBECEABBADEADDOAEBECBD CAOAACOCBBEBECBDBEACAEECDDCBAA DBAAAB0CBAEEEAC8AAAADEAABCDEAE BDCBADOABEDEDCCEBAAABDAABCEODO A D ADCBD CBEEEEA AEBABEAEADA ECCA C BACEABACBEDCDACDADCODEAABECDBE CBAECEBCBDCBOOAEDABBEBECCBCOAD AAEACBOCBBCOEBBBBEAAOCABBDBDCD OAEDAECABBEBEBCDBOEABEBACECACA Legend: SN = Seat Number TB = Test Booklet Number S = Sex A = Age ETS = Entrance Test Score 109 30 17 14 TEST ONLY RETEST ANSWER SHEET FOR B FORMS CBDEABBBAABAEBBECCCAEBEOC^ODDC TB S A ETS 14 1 100002 M 22 55.3 CAAAEBDBEDOCECDABEDDBEAAECBCDE 14 2 100005 F 18 75 CDAABADBCAABDCBBEACCAACEDBCEDD 14 3 100032 F 46 3 CEADOBBECDEABOBEACDEEDCOEECEOE 14 4 100013 M 35 95 DACBOECAADEDDBDDBBABAEAEEOBDDC 14 5 100004 H 23 80 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAA 14 6 100008 F 21 70 DAAADEOBCCAAEACABDAEEBEBABDCOE 14 7 100012 M 18 50 CAAADECDCCEEDCECBCACDCEAEBEDCA 14 8 100014 M 18 65 DBDCACABCEAACEDBCCDDAEDAEBEBED 14 9 100009 F 32 55.3 CBABEEBABCOBEAACBEADAEBEBEDEDO 14 10 100010 F 21 45 DCEABEACBOBBEBBABCADCACBCCCDCA 14 11 100011 F 18 15 ECABACAACAABOBABCCAAAABADADECB 14 12 100003 M 18 60 DAAECEBBCAAECABCBAAEBODBCAECBB 14 13 100030 M 38 55.3 CACBAAABAAEADBBEBBCDEAAEABAEDC 14 14 100007 M 20 55.3 ABDECAAACCOOOBBCBAAEOECEEADCBE 14 15 100006 M 18 25 BACECCABAOAECCAEBBCEEEOCACCDAD 14 16 100031 M 18 80 OACEEEDABCABEDCCCAECOEDDABEOOD 14 17 100015 F 19 55.3 DAABEDBOBAACEBEEBBABDEOAADEEBA Legend: TB = Test Booklet Number S = Sex A * = Age ETS = Entrance Test Score APPENDIX C TABLES OF ANALYSIS OF VARIANCE 110 TABLE 12 AN ANALYSIS OF VARIANCE, GROUP 1, AURAL-VISUAL NORMAL, COMPARED WITH GROUPS 2 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 1 18 18.666 4.115 Between Within 152.845 850.550 Between Within 1 36 6.469 .05 2 20 14.650 5.441 Total '1003.395 Total 37 Between 393.361 Between 1 3 18 12.055 4.385 Within 614.944 Within 34 21.748 .01 Total 1008.305 Total 35 Between 7.127 Between 1 4 15 17.733 6.204 Within 826.934 Within 31 .267 — Total 834.061 Total 32 Between 84.942 Between 1 5 16 15.500 6.542 Within 930.000 Within 32 2.922 — Total 1014.942 Total 33 Between 720.568 Between 1 6 17 9.588 4.078 Within 554.117 Within 33 42.912 .01 Total 1274.685 Total 34 H* I — TABLE 12— Continued Group N Mean SD Sum of Squares DF F Sig. 7 17 6.882 4.115 Between Within 1214.121 413.764 Between Within 1 33 96.832 .01 Total 1627.885 Total 34 8 18 14.777 4.869 Between Within 136.111 691.112 Between Within 1 34 6.696 .05 Total 827.223 Total 35 9 20 12.700 5.079 Between Within 337.273 778.200 Between Within 1 36 15.602 .01 Total 1115.473 Total 37 10 18 11.277 4.443 Between Within 491.361 623.611 Between Within 1 34 26.789 .01 Total 1114.972 Total 35 11 15 15.266 5.444 Between Within 94.581 702.934 Between Within 1 31 4.171 .05 Total 797.515 Total 32 TABLE 12— Continued Group N Mean SD Sum of Squares DP F Sig. 12 16 14.062 6.526 Between Within 179.562 926.937 Between Within 1 32 6.198 .05 Total 1106.499 Total 33 13 17 7.764 3.382 Between Within 1039.112 471.058 Between Within 1 33 72.794 .01 Total 1510.170 Total 34 14 17 6.882 2.117 Between Within 1214.121 359.764 Between Within 1 33 111.367 .01 Total 1573.885 Total 34 TABLE 13 AN ANALYSIS OF VARIANCE, GROUP 2, AURAL-VISUAL ONE-THIRD COMPRESSION, COMPARED WITH GROUPS 3 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 2 20 14.650 5.441 Between Within 63.768 889.494 Between Within 1 36 2.580 3 18 12.055 4.385 Total 953.262 Total 37 Between 81.488 Between 1 4 15 17.733 6.204 Within 1101.483 Within 33 2.441 — Total 1182.971 Total 34 Between 6.422 Between 1 5 16 15.500 6.542 Within 1204.550 Within 34 .181 — Total 1210.972 Total 35 Between 235.440 Between 1 6 17 8.588 4.078 Within 828.667 Within 35 9.944 .01 Total 1064.107 Total 36 i - * i - * TABLE 13— Continued Group N Mean SD Sum of Squares DF F Sig. 7 17 6.882 2.803 Between Within 554.442 688.314 Between Within 1 35 28.192 .01 Total 1242.756 Total 36 8 18 14.777 4.869 Between Within .154 965.661 Between Within 1 36 .005 Total 965.815 Total 37 9 20 12.700 5.079 Between Within 38.025 1052.750 Between Within 1 38 1.372 Total 1090.775 Total 39 10 18 11.277 4.443 Between Within 107.733 898.161 Between Within 1 36 4.318 .05 Total 1005.894 Total 37 TABLE 13— Continued Group N Mean SD Sum of Squares DF F Sig. 11 15 15.266 5.444 Between Within 3.259 977.483 Between Within 1 33 .110 Total 980.742 Total 34 12 16 14.062 6.526 Between Within 3.068 1201.487 Between Within 1 34 .086 Total 1204.555 Total 35 13 17 7.764 3.382 Between Within 435.634 745.608 Between Within 1 35 20.449 .01 Total 1181.242 Total 36 14 17 6.682 2.117 Between Within 554.442 634.314 Between Within 1 35 30.592 .01 Total 1188.756 Total 36 TABLE 14 AN ANALYSIS OF VARIANCE, GROUP 3, AURAL-VISUAL ONE-HALF COMPRESSION, COMPARED WITH GROUPS 4 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 3 18 12.055 4.385 «. Between Within 263.758 865.877 Between Within 1 31 9.443 .01 4 15 17.733 6.204 Total 1129.635 Total 32 Between 100.496 Between 1 5 16 15.500 6.542 Within 968.944 Within 32 3.318 — Total 1069.440 Total 33 Between 53.223 Between 1 6 17 9.588 4.078 Within 593.062 Within 33 2.961 — Total 646.285 Total 34 Between 233.976 Between 1 7 17 6.882 2.803 Within 452.709 Within 33 17.055 .01 Total 686.685 Total 34 Between 66.694 Between 1 8 18 14.777 4.869 Within 730.055 Within 34 3.106 — Total 796.749 Total 35 TABLE 14— Continued Group N Mean SD Sum of Squares DF F Sig. 9 20 12.700 5.079 Between Within 3.934 817.144 Between Within 1 36 .173 Total 821.078 Total 37 10 18 11.277 4.443 Between Within 5.444 662.555 Between Within 1 34 .279 Total 667.999 Total 35 11 15 15.266 5.444 Between Within 84.364 741.877 Between Within 1 31 3.525 Total 826.241 Total 32 12 16 14.062 6.526 Between Within 34.118 965.882 Between within 1 32 1.130 Total 1000.000 Total 33 13 17 7.764 3.382 Between Within 160.968 510.003 Between Within 1 33 10.415 .01 Total 670.971 Total 34 14 17 6.882 2.117 Between Within 233.976 398.709 Between Within 1 33 19.365 .01 Total 632.685 Total 34 TABLE 15 AN ANALYSIS OF VARIANCE, GROUP 4, AURAL-ONLY NORMAL, COMPARED WITH GROUPS 5 THROUGH 14 Groups N Mean SD Sum of Squares DF F Sig. 4 15 17.733 6.204 Between Within 38.615 1180.933 Between Within 1 29 .948 5 16 15.500 6.542 Total 1219.548 Total 30 6 17 9.588 4.078 Between Within 528.667 805.051 Between Within 1 30 19.700 .01 Total 1333.718 Total 31 7 17 6.882 2.803 Between Within 938.270 664.698 Between Within 1 30 42.347 .01 Total 1602.968 Total 31 8 18 14.777 4.869 Between Within 71.470 942.044 Between Within 1 31 2.351 Total 1013.514 Total 32 9 20 12.700 5.079 Between Within 217.152 1029.133 Between Within 1 33 6.963 .05 Total 1246.285 Total 34 TABLE 15— Continued Group N Mean SD Sum of Squares DF 1 F Sig. i 10 18 11.277 4.443 Between Within 340.970 874.544 Between Within 1 31 12.086 .01 Total 1215.514 Total 32 11 15 15.266 5.444 Between Within 45.633 953.866 Between Within 1 28 1.339 Total 999.499 Total 29 12 16 14.062 6.526 Between Within 104.322 1177.870 Between Within 1 29 2.568 Total 1282.192 Total 30 13 17 7.764 3.382 Between Within 791.882 721.992 Between Within 1 30 32.904 .01 Total 1515.874 Total 31 14 17 6.882 2.117 Between Within 938.270 610.698 Between Within 1 30 46.091 .01 Total 1548.968 Total 31 ro o TABLE 16 AN ANALYSIS OF VARIANCE, GROUP 5, AURAL-ONLY ONE-THIRD COMPRESSION, COMPARED WITH GROUPS 6 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 5 16 15.500 6.542 Between Within 288.064 908.117 Between Within 1 31 9.833 .01 6 17 9.588 4.078 Total 1196.181 Total 32 Between 612.114 Between 1 7 17 6.882 2.803 Within 767.764 Within 31 24.715 .01 Total 1374.878 Total 32 Between 4.418 Between 1 8 18 14.777 4.869 Within 1045. Ill Within 32 .135 — Total 1049.529 Total 33 Between 69.688 Between 1 - 9 20 12.700 5.079 Within 1132.200 Within 34 2.092 — Total 1201.888 Total 35 Between 151.006 Between 1 4 10 18 11.277 4.443 Within 977.611 Within 32 4.942 .05 Total 1128.617 Total 33 ro i - * TABLE 16— Continued Group N Mean SD Sum of Squares DF F Sig. 11 15 15.266 5.444 Between Within .421 1056.933 Between Within 1 29 .011 Total 1057.354 Total 30 12 16 14.062 6.526 Between Within 16.531 1280.937 Between Within 1 30 .387 .. Total 1296.468 Total 31 13 17 7.764 3.382 Between Within 493.183 825.058 Between Within 1 31 18.530 .01 Total 1318.241 Total 32 14 17 6.882 2.117 Between Within 612.114 713.764 Between Within 1 31 26.585 .01 Total 1325.878 Total 32 ro to TABLE 17 AN ANALYSIS OF VARIANCE, GROUP 6, AURAL-ONLY ONE-HALF COMPRESSION, COMPARED WITH GROUPS 7 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 6 17 9.588 4.078 Between Within 62.235 391.882 Between Within 1 32 5.081 .05 7 17 6.882 2.803 Total 454.117 Total 33 8 18 14.777 4.869 Between Within 235.456 669.228 Between Within 1 33 11.610 .01 Total 904.684 Total 34 9 20 12.700 5.079 Between Within 88.979 756.317 Between Within 1 35 4.117 Total 845.296 Total 36 10 18 11.277 4.443 Between Within 24.956 601.728 Between Within 1 33 1.368 Total 626.684 Total 34 11 15 15.266 5.444 Between Within ‘256.948 681.051 Between Within 1 30 11.318 .01 Total 937.999 Total 31 ro w TABLE 17— Continued Group N Mean SD Sum of Squares DF F Sig. 12 16 14.062 6.526 Between Within 165.005 905.055 Between Within 1 31 5.651 .05 Total 1070.060 Total 32 13 17 7.764 3.382 Between Within 28.264 449.176 Between Within 1 32 2.013 Total 477.440 Total 33 14 17 6.882 2.117 Between Within 62.235 337.882 Between Within 1 32 5.894 .05 Total 400.117 Total 33 \ r o TABLE 18 AN ANALYSIS OF VARIANCE, GROUP 7, TEST-ONLY, COMPARED WITH GROUPS 8 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 7 17 6.882 2.803 Between Within 545.009 528.876 Between Within 1 33 34.006 .01 8 18 14.777 4.869 Total 1073.885 Total 34 9 20 12.700 5.079 Between Within 311.008 615.964 Between Within 1 35 17.671 .01 Total 926.972 Total 36 10 18 11.277 4.443 Between Within 168.909 461.376 Between Within 1 33 12.081 .01 Total 630.285 Total 34 11 15 15.266 5.444 Between Within 560.176 540.698 Between Within 1 30 31.080 .01 Total 1100.874 Total 31 i - * ro U1 TABLE 18— Continued Group N Mean SD Sum of Squares DF F Sig. 12 16 14.062 6.526 Between Within 424.934 764.702 Between Within 1 31 17.226 .01 Total 1189.636 Total 32 13 17 7.764 3.382 Between Within 6.617 308.823 Between Within 1 32 .685 Total 315.440 Total 33 14 17 6.882 2.117 Between Within 0.000 197.529 Between Within 1 32 .000 Total 197.529 Total 33 ro TABLE 19 AN ANALYSIS OF VARIANCE, GROUP 8, AURAL-VISUAL NORMAL RETEST, COMPARED WITH GROUPS 9 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 8 18 14.777 4.869 Between Within 40.899 893.311 Between Within 1 36 1.648 9 20 12.700 5.079 Total 934.210 Total 37 10 18 11.277 4.443 Between Within 110.249 738.722 Between Within 1 34 5.074 .05 Total 848.971 Total 35 11 15 15.266 5.444 Between Within 1.955 818.044 Between Within 1 31 .074 ■ Total 819.999 Total 32 12 16 14.062 6.526 Between Within 4.333 1042.048 Between Within 1 32 .133 Total 1046.581 Total 33 ro I TABLE 19— Continued Group N Mean SD Sum of Squares DF F Sig. 13 17 7.764 3.382 Between Within 430.001 586.170 Between Within 1 33 24.208 .01 Total 1016.171 Total 34 14 17 6.882 2.117 Between Within 545.009 474.876 Between Within 1 33 37.873 .01 Total 1019.885 Total 34 po G O TABLE 20 AN ANALYSIS OF VARIANCE, GROUP 9, AURAL-VISUAL ONE-THIRD COMPRESSION RETEST, COMPARED WITH GROUPS 10 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 9 20 12.700 5.079 Between Within 19.162 825.811 Between Within 1 36 .835 10 18 11.277 19.741 Total 844.973 Total 37 Between 56.466 Between 1 11 15 15.266 5.444 Within 905.133 Within 33 2.058 — Total 961.599 Total 34 Between 16.501 Between 1 12 16 14.062 6.526 Within 1129.137 Within 34 .496 — Total 1145.638 Total 35 Between 223.822 Between 1 13 17 7.764 3.382 Within 673.258 Within 35 11.635 .01 Total 897.080 Total 36 Between 311.008 Between 1 14 17 6.882 2.117 Within 561.964 Within 35 19.370 .01 Total 872.972 Total 36 ro vo TABLE 21 AN ANALYSIS OF VARIANCE, GROUP 10, AURAL-VISUAL ONE-HALF COMPRESSION RETEST, COMPARED WITH GROUPS 11 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 10 18 11.277 4.443 Between Within 130.182 750.544 Between Within 1 31 5.376 .05 11 15 15.266 5.444 Total 880.726 Total 32 Between 65.686 Between 1 12 16 14.062 6.526 Within 974.548 Within 32 2.156 — Total 1040.234 Total 33 Between 107.901 Between 1 13 17 7.764 3.382 Within 518.670 Within 33 6.865 .05 Total 626.571 Total 34 Between 168.909 Between 1 14 17 6.882 2.117 Within 407.376 Within 33 13.682 .01 Total 576.285 Total 34 H W o TABLE 22 AN ANALYSIS OF VARIANCE, GROUP 11, AURAL-ONLY NORMAL RETEST, COMPARED WITH GROUPS 12 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 11 15 15.266 5.444 Between Within 11.225 1053.870 Between Within 1 29 .308 12 16 14.062 6.526 Total 1065.095 Total 30 Between 448.476 Between 1 13 17 7.764 3.382 Within 597.992 Within 30 22.499 .01 Total 1046.468 Total 31 Between 560.176 Between 1 14 17 6.882 2.117 Within 486.698 Within 30 34.529 .01 Total 1046.874 Total 31 TABLE 23 AN ANALYSIS OF VARIANCE, GROUP 12, AURAL-ONLY ONE-THIRD COMPRESSION RETEST, COMPARED WITH GROUPS 13 THROUGH 14 Group N Mean SD Sum of Squares DF F Sig. 12 16 14.062 6.526 Between Within 326.912 812.996 Between Within 1 31 12.328 .01 13 17 7.764 3.382 Total 1148.908 Total 32 Between 424.934 Between 1 14 17 6.882 2.117 Within 710.702 Within 31 18.535 .01 Total 1135.636 Total 32 TABLE 24 AN ANALYSIS OF VARIANCE, GROUP 13, AURAL-ONLY ONE-HALF COMPRESSION RETEST, COMPARED WITH GROUP 14 Group N Mean SD Sum of Squares DF F Sig. 13 17 7.764 3.382 Between Within 6.617 254.823 Between Within 1 32 .831 14 17 6.882 2.117 Total 261.440 Total 33 H* < jO ro APPENDIX D TEST INSTRUCTIONS 133 INSTRUCTIONS PRESENTED BY RESEARCHER PRIOR TO RECORDED MESSAGE WRITER (TO SUBJECTS): The basic instructions for the testing will follow in a moment. Does anyone need a pencil? (DISTRIBUTES PEN CILS.) The answer sheet for the test is clipped to the test booklet. You may unclip this after the test message has been presented. In the test instructions you will be asked to indicate your seat number on the answer sheet. Please do this directly under the test number. (PAUSES, THEN TURNS OFF LIGHTS.) INSTRUCTIONS PRESENTED OVER TELEVISION SYSTEM PRIOR TO TEST MESSAGE WRITER (AUDIO-ONLY. SCREEN IS BLACK): Today you are to participate in a study which will help determine the comprehension of certain messages (seen and) heard over a television receiver placed in a college 134 135 classroom. Your grade in this class will not be affected in any way by the test you are to take and your instructor will not be informed of the score. However, this is your oppor tunity to participate in a scientific experiment which will help advance the study of learning on the college level. You will now (see and) hear a sample of the type of message which will be displayed. (SAMPLE MESSAGE IS DISPLAYED FOR SUBJECTS. SCREEN REMAINS BLACK FOR AURAL-ONLY MODE BUT PICTURE APPEARS FOR AURAL- VISUAL MODE. FOLLOWING AURAL-VISUAL PRESENTATION SCREEN RETURNS TO BLACK.) WRITER: The message which you are about to (see and) hear will be similar to that which has just been displayed. (Watch and) listen carefully. After the message has been completed, open the test booklet which you have received, and begin to mark the number on the answer sheet which cor responds to the answer in the booklet which you feel is correct. Do not mark the booklet itself! Work as rapidly as possible. Guess on answers you do not know. When you are finished marking the answer sheet close your test book let and complete the questions at the bottom of the answer sheet. Mark in the number which is attached to the top of 136 your chair in the space provided on the answer sheet. Wait until you have been dismissed by the room proctor. The test message will now follow. (MESSAGE IS DISPLAYED FOR SUBJECTS. SCREEN REMAINS BLACK FOR AUDIO-ONLY MODE BUT PICTURE APPEARS FOR AURAL-VISUAL MODE. FOLLOWING AURAL-VISUAL PRESENTATION SCREEN RETURNS TO BLACK.) WRITER (TURNS ON LIGHTS, TURNS OFF TELEVISION RECEIVER): If you had difficulty (seeing or) hearing (or both), please indicate this on the answer sheet. (PAUSE) Thank you. You are dismissed. In the above instructions, the sections enclosed by parentheses were deleted for the instructions given before the aural-only presentations. For the test-only session, the following text was substituted for the recorded in structions: WRITER (TO SUBJECTS): Today you are to participate in a study which will help advance the study of learning on the college level. Your grade in this class will not be affected in any way by the test you are to take and your instructor will not be informed of the score. As soon as these instructions are 137 completed, open the test booklet which you have recieved, and begin to mark the number on the answer sheet which cor responds to the answer in the booklet which you feel is cor rect. Do not mark the booklet itself. Work as rapidly as possible. Guess on all answers you do not know. When you are finished marking the answer sheet, close your test book let and complete the questions at the bottom of the answer sheet. Mark in the number which is attached to the top of your chair.in the space provided on the answer sheet. Wait until you have been dismissed by the room proctor. You may now begin to take the test. (SUBJECTS TAKE TEST.) WRITER (AT CONCLUSION): Thank you. You are dismissed. RETEST INSTRUCTIONS WRITER (TO SUBJECTS): Today you are to be tested again for a study which will help advance the study of learning on the college lev el. As before, your grade in the class will not be affected and your instructor will not be informed of the score. As soon as these instructions are completed, open the test 138 booklet which you have received and begin to mark the number on the sheet which corresponds to the answer in the booklet which you feel is correct. Guess on answers you do not know. Do not mark the test booklet. You will have 20 minutes. When you are finished, clip the answer sheet to the test booklet and wait until all are finished. Does any one need a pencil? (SUBJECTS TAKE TEST. WRITER WATCHES THE CLOCK FOR 20 MIN UTES OF ELAPSED TIME.) WRITER (AT CONCLUSION OF 20 MINUTES): Make sure you have completed all questions and have completed the blanks on the answer sheet, including your name. Thank you. Your professor will join you in a moment. APPENDIX E ITEM ANALYSIS 139 140 STUDENT NO* 1 SCORE* 23 STUDENT NO. 2 SCORE* 11 STUDENT NO* 3 SCORE* 23 STUDENT NO. 4 SCORE* 16 STUDENT NO. 5 SCORE* 17 STUDENT NO. 6 SCORE* 19 STUDENT NO. 7 SCORE* 15 STUDENT NO. 8 SCORE* 25 STUDENT NO. 9 SCORE* 19 STUDENT NO. 10 SCORE* 11 STUDENT NO. 11 SCORE* 23 STUDENT NO. 12 SCORE* 18 STUDENT NO. 13 SCORE* 19 STUDENT NO. 14 SCORE* 17 STUDENT NO. 15 SCORE* 16 STUDENT NO. 16 SCORE* 22 STUDENT NO. 17 SCORE* 18 STUDENT NO. 18 SCORE* 24 N= 18 MEAN* 1 8 . 6 6 SD* 4 . 0 0 I * 1 D= . 2 7 V* . 2 9 I * 2 D* 1 . 0 0 V * 0 . 0 0 I * 3 D= • 83 V * . 1 4 I « 4 D= . 8 3 V * . 2 2 I * 5 D= • 55 V * . 5 4 I s 6 D= • 88 V * . 1 4 7 D * • 88 V * - . 1 1 I S 8 D* . 7 7 V * . 3 8 I s 9 D* . 7 7 V * . 6 9 I * 10 D= . 7 7 V * - . 3 1 I s 11 0= . 6 6 V * . 2 9 I s 12 D= • 55 V * . 3 7 I s 13 D= . 7 7 V * - . 2 1 1* 14 D * . 2 2 V * . 2 7 I * 15 D= . 6 1 V * . 5 6 I * 16 D= • 66 V * - . 0 5 I s 17 D= . 7 2 V * . 6 9 Is 18 D= . 1 6 V * - . 3 7 Is 19 0= . 7 7 V * . 6 9 I a 20 D* . 5 5 V * • 03 I s 21 D= . 2 2 V * • 41 I * 22 D= . 8 3 V * . 3 3 I a 23 D= . 5 5 V * • 68 I s 24 D* . 6 6 V* . 4 1 I s 25 D= . 5 0 V* . 7 7 I * 26 D* . 3 3 V * . 7 0 Is 27 D= . 6 6 V * - . 2 0 I s 28 D* . 6 6 V * . 4 7 I s 29 D= • 38 V * . 3 2 I s 30 D= . 5 0 V * . 4 4 141 STUDENT NO. 1 SCORE* 11 STUDENT NO* 2 SCORE* 11 STUDENT NO* 3 SCORE* 15 STUDENT NO. 4 SCORE* 14 STUDENT NO* 5 SCORE* 12 STUDENT NO* 6 SCORE* 8 STUDENT NO. 7 SCORE* 9 STUDENT NO. 8 SCORE* 2 4 STUDENT NO* 9 SCORE* 26 STUDENT NO. 10 SCORE* 19 STUDENT NO. 11 SCORE* 19 STUDENT NO. 12 SCORE* 13 STUDENT NO. 13 SCORE* 14 STUDENT NO. 14 SCORE* 9 STUDENT NO. 15 SCORE* 18 STUDENT NO. 16 SCORE* 22 STUDENT NO. 17 SCORE* 13 STUDENT NO. 18 SCORE* 9 STUDENT NO. 19 SCORE* 19 STUDENT NO. 20 SCORE* 8 1* 20 MEAN* 1 4 . 6 5 SO* 1 M 1 0= . 3 0 V* . 3 9 X 2 0= . 7 5 V* . 4 6 X 3 0 * . 6 5 V* . 6 4 m 4 D= . 5 5 V* . 4 5 z 5 D* . 2 5 V * . 4 9 2 6 0= . 7 5 V * . 2 4 X 7 D= . 4 5 V * . 0 9 X 8 D= . 5 5 V * . 5 2 2 9 D= . 4 5 V * . 6 6 X 10 D* . 6 5 V * . 4 4 2 11 D* . 6 5 V * . 5 0 s 12 0= • 2 0 V * . 3 3 X 13 D= . 7 5 V * . 2 0 2 14 0= • 4 0 V* . 0 7 S 15 D* . 5 5 V * . 7 3 2 16 D= . 6 5 V * - . 2 2 S 17 0= . 4 5 v= . 5 9 M 18 D= 0 . 0 0 V * 0 . 0 0 2 19 0= . 4 5 V * . 3 4 X 20 0= . 7 5 V * . 3 5 2 21 D= . 4 0 V * . 0 1 S 22 D= • 80 V * . 2 4 X 23 D* . 2 5 V * . 5 1 2 24 D= . 4 0 V * .5 1 S 25 D= . 2 5 V * .8 0 S 2 6 D= . 3 0 V* . 3 9 2 27 D= . 4 5 V* . 2 4 2 28 D= . 7 5 V * .41 2 29 D* . 6 0 V* . 5 2 - 30 0= . 2 5 V* . 3 8 • 30 \ STUDENT NO. 1 SCORE* 14 STUDENT NO. 2 SCORE* 10 STUDENT NO. 3 SCORE* 7 STUDENT NO. 4 SCORE* 17 STUDENT NO. 5 * SCORE* 15 STUDENT NO. 6 SCORE* 18 STUDENT NO. 7 SCORE* 16 STUDENT NO. 6 SCORE* IS STUDENT NO. 9 SCORE* 6 STUDENT NO. 10 SCORE* 14 STUDENT NO. L I SCORE* 4 STUDENT NO. L2 SCORE* 14 STUDENT NO. L3 SCORE* 9 STUDENT NO. 14 SCORE* 14 STUDENT NO. 15 SCORE* 15 STUDENT NO. 16 SCORE* 11 STUDENT NO. 17 SCORE* 14 STUDENT NO. 18 SCORE* 4 * IB MEAN* 1 2 . 0 5 SD* x 1 D= . 3 8 V* . 6 8 X 2 D* . 7 2 V* . 6 7 X 3 D= . 6 6 V* . 5 3 X 4 0 * . 3 3 V* . 0 4 X 5 D= • 33 V* . 1 5 X 6 D* . 6 6 V* - . 0 1 X 7 D* . 3 3 V * . 0 4 X 8 D= . 5 5 V s . 2 7 X 9 D= . 3 8 V * . 6 5 X 10 D= • 22 V* 0 . 0 0 X 11 D= . 4 4 V* . 2 7 X 12 D= . 5 0 V * . 2 4 X 13 D= . 2 7 V* . 5 4 X 14 D* . 2 7 V* • 31 X 15 0= . 2 2 V* . 3 6 X 16 D= . 5 0 V* . 0 6 X 17 D= .6 1 V* . 6 5 X 18 D= . 0 5 V * . 2 2 X 19 D= . 5 5 V* • 48 X 20 D= . 6 6 V* . 6 7 X 21 D= . 2 2 V * .0 5 X 22 D= . 8 3 V * • 46 X 23 D= . 3 8 V * - . 0 9 X 24 0= . 2 2 V* - . 0 3 X 25 D* . 2 2 V * . 0 2 X 26 0= .0 5 V* . 1 1 X 27 D= . 1 6 V* • 13 X 28 D= . 4 4 V* • 43 X 29 D* . 4 4 V* . 6 9 X 30 D= . 3 3 V * . 5 7 142 143 STUDENT NO. 1 SCORE* 19 STUDENT NO. 2 SCORE* 13 STUDENT NO. 3 SCORE* 14 STUDENT NO. 4 SCORE* 27 STUDENT NO. 5 SCORE* 14 STUDENT NO. 6 SCORE* 12 STUDENT NO. 7 SCORE* 13 STUDENT NO. 8 SCORE* 23 STUDENT NO. 9 SCORE* 21 STUDENT NO. LO SCORE* 8 STUDENT NO. 11 SCORE* 15 STUDENT NO. 12 SCORE* 26 STUDENT NO. 13 SCORE* 27 STUDENT NO. 14 SCORE* 22 STUDENT NO. 15 SCORE* 12 N’ 15 MEAN* 1 7 . 7 3 SD= 1 D* . 2 6 V * . 1 0 2 D* . 8 0 V * . 3 6 3 D= . 6 6 V * . 3 9 4 D* . 4 6 V * . 3 9 5 D= . 7 3 V * • 22 6 D= • 8 6 V * . 4 7 7 D= . 7 3 V * . 6 2 8 D= . 4 6 V * . 5 9 9 D= • 53 V * . 6 0 10 D * . 5 3 V * . 6 2 11 D= . 6 6 V * . 6 5 12 D* . 4 0 V * . 5 3 13 D * . 7 3 V * . 5 2 14 D* • 4 0 V * . 3 9 15 D= . 6 0 V * . 7 3 16 0= • 53 V * .5 1 17 D= . 8 0 V * . 1 4 18 D= . 4 0 V * • 55 19 D= • 6 6 V * . 6 7 20 0= . 6 0 V * . 0 5 21 D * • 4 6 V * - . 2 0 22 D* . 6 6 V * . 1 3 23 D* . 4 0 V * . 2 8 24 D= . 6 6 V * . 6 2 25 D= . 4 6 V * . 7 7 26 0= . 3 3 V * . 4 3 27 D * • 8 0 V * . 5 3 28 D* . 7 3 V * • 14 29 D* . 8 0 V * . 3 9 30 D= . 5 3 V * . 4 9 . 9 9 144 STUDENT NO. 1 SCORE= 9 STUDENT NO. 2 SCORE2 15 STUDENT NO. 3 SCORE2 22 STUDENT NO. 4 SCORE2 24 STUDENT NO. 5 SCORE2 ,15 STUDENT NO. 6 SCORE2 13 STUDENT NO. 7 SCORE2 24 STUDENT NO. 8 SCORE2 7 STUDENT NO. 9 SCORE2 19 STUDENT NO. 10 SCORE2 18 STUDENT NO. 11 SCORE2 5 STUOENT NO. 12 SCORE2 16 STUDENT NO. 13 SCORE2 18 STUDENT NO. 1 4 SCORE2 21 STUDENT NO. 15 SCORE2 19 STUDENT NO. 16 SCORE2 3 16 MEAN2 1 5 . 5 0 SD= 1 1 D= . 2 5 V2 . 5 9 2 D= . 6 2 V2 . 7 3 3 D * • 6 8 v = . 5 4 4 D= • 4 3 V2 . 6 2 5 0= . 3 1 V2 . 0 9 6 D= . 8 1 V2 . 4 9 7 O2 • 6 8 V 2 . 8 1 8 D= • 50 v = • 25 9 D= . 3 7 V2 . 3 6 10 D= • 56 V2 • 62 11 0= . 6 2 V * . 5 9 12 D= . 5 0 v = . 4 1 13 D= • 6 8 V 2 . 4 5 14 D 2 . 4 3 V2 . 0 2 15 D* . 3 7 V2 • 34 16 D= . 5 0 V2 . 5 7 17 D= . 6 6 V2 . 4 5 18 D = . 1 8 V2 . 1 3 19 D= • 50 V * . 5 9 20 D = . 5 6 V2 . 3 4 21 D = . 3 7 V2 . 0 4 22 D = . 4 3 V2 . 6 0 23 D* . 3 7 V2 . 5 0 2 4 D= . 7 5 V2 . 8 6 25 D= • 5 0 V2 • 17 26 D= . 4 3 V2 . 7 6 27 D = . 5 0 V2 . 1 7 28 D= . 7 5 V2 . 7 2 29 D= . 3 7 V2 . 3 4 30 0= . 6 8 v = . 0 7 • 33 145 STUDENT NO- 1 SCORED 6 STUDENT NO- 2 SCOREs 11 STUDENT NO- 3 SCOREs 7 STUDENT NO- 4 SCOREs 18 STUDENT NO- 5 SCOREs 7 STUDENT NO- 6 SCORE- 10 STUDENT NO. 7 SCORE- 10 STUDENT NO. 8 SCORE* 4 STUDENT NO- 9 SCORE* 8 STUDENT NO. 10 SCORE* 9 STUDENT NO. 11 SCORE* 18 STUDENT NO. 12 SCORE* 13 STUDENT NO. 13 SCORE* 8 STUDENT NO. 14 SCORE* 3 STUDENT NO. 15 SCORE* 11 STUDENT NO. 16 SCORE* 9 STUDENT NO. 17 SCORE* 11 N= 17 r~ MEAN* 9 . 5 8 SD= 1 D = . 1 7 V* . 2 4 2 D * . 3 5 V * . 1 7 3 D * . 5 2 V * . 3 1 4 D = . 4 1 V * • 14 5 D * . 1 7 V * • 32 6 D = . 4 7 V * . 3 9 7 D = . 4 7 V * - . 1 4 8 D = . 3 5 V * • 54 9 D * . 1 1 V * • 22 10 D * . 2 3 V * • 23 11 D* • 29 V * • 42 12 D= . 1 1 V * . 7 7 13 D= . 1 7 V * - . 0 2 14 D= . 3 5 V * • 38 15 D= . 2 3 V * . 1 2 16 0= . 4 7 V * . 3 9 17 D= . 3 5 V - . 5 4 18 D* . 0 5 V * . 0 2 19 D* . 4 1 V * . 5 4 20 D= . 4 7 V * • 48 21 0 * . 2 9 V * . 2 9 22 D * • 64 V * .3 2 23 D= . 3 5 V * . 2 9 24 D * . 0 5 V * . 5 3 25 D * • 23 v = - . 1 5 26 D * • 29 V * . 5 2 27 D * . 4 7 V * . 0 9 28 D = . 5 8 V * . 1 8 29 0 * . 2 9 V * • 62 30 0 * . 1 1 V * . 2 2 -9 5 146 STUDENT NO. 1 SCORED 7 STUDENT NO. 2 SCOREs 5 STUDENT NO. 3 SCOREs 9 STUDENT NO. 4 SCORE* 10 STUDENT NO. 5 SCORE* 0 STUDENT NO. 6 SCORE* 6 STUDENT NO. 7 SCORE* 8 STUDENT NO. 8 SCORE* 8 STUDENT NO. 9 SCORE* 7 STUDENT NO. 10 SCORE* 4 STUDENT NO. 11 SCORE* 4 STUDENT NO. 12 SCORE* 7 STUDENT NO. 13 SCORE* 12 STUDENT NO. 14 SCORE* 10 STUDENT NO. 15 SCORE* 5 STUDENT NO. 16 SCORE* 8 STUDENT NO. 17 SCORE* 7 1= 17 MEAN* 6 . 8 8 SO* 1 3 1 D* . 1 1 V * - . 0 5 3 2 0 * . 3 5 V * . 1 2 3 3 D* . 1 7 V * • 24 3 4 D= • 23 V * . 1 2 3 5 D* . 2 3 V - . 2 2 X 6 D* . 2 3 V * .3 2 3 7 0= . 5 8 V* . 2 2 3 8 D= . 1 7 V * . 0 7 3 9 D* • 05 V * . 2 8 3 10 D* . 2 9 V * . 5 9 3 11 D= . 4 7 V * . 1 7 3 12 D= • 05 V * . 1 0 3 13 D= . 3 5 V * • 12 3 14 D= . 2 9 V * . 2 6 3 15 D* . 1 7 V * . 2 4 Z 16 D* . 1 7 V * • 24 3 17 0= . 2 9 V * . 1 7 3 18 D* 0 . 0 0 V * 0 . 0 0 3 19 D= . 1 1 V * . 3 5 3 20 D* . 1 7 V* . 1 9 3 21 D* . 4 7 V * . 2 1 3 22 D= • 11 V * .0 1 3 23 D* . 1 1 V * . 0 1 3 24 D= • 23 V * . 3 8 3 25 D= . 0 5 V * . 4 7 3 26 D* . 2 3 V * . 5 3 3 27 D* . 2 9 V * • 02 3 28 D* . 4 1 V * . 2 9 X 29 D= . 1 7 V* • 24 3 30 D= . 1 7 V* . 5 3 STUDENT N O . 1 SCORE* 14 STUDENT NO. 2 SCORE* 8 STUDENT NO. 3 SCORE- 2 3 STUDENT N O . 4 SCORE* 12 STUDENT N O . 5 SCORE* 8 STUDENT N O . 6 SCORE* 14 STUDENT NO. 7 SCO RE* 12 STUDENT NO. 8 SCORE* 2 6 STUDENT N O . 9 SCORE* 15 STUDENT NO. 10 SCORE* 12 STUDENT NO. 11 SCORE* 22 STUDENT N O . 12 SCORE* 15 STUDENT NO. 13 SCORE* 14 STUDENT N O . 14 SCORE* 12 STUDENT NO. 15 SCORE* 14 STUDENT NO. 16 SCORE* 11 STUDENT N O . 17 SCORE* 15 STUDENT NO. 1 8 SCORE* 19 18 M EAN* 1 4 . 7 7 SO* < s 1 D * . 5 5 V * . 5 7 a 2 D= . 3 8 V= - . 1 3 M 3 D= . 5 0 V - . 4 4 a 4 D= . 5 0 V * . 2 5 M 5 D * . 2 7 V * . 3 1 S 6 D * . 3 8 V * . 2 3 a 7 D * . 2 7 V * . 2 3 a 8 D * . 3 3 V * - . 0 6 a 9 D * • 38 V * . 3 0 a 10 D * . 6 6 V * • 4 8 a 11 D * • 16 V * - . 1 6 a 12 D * . 4 4 V * . 3 2 a 13 D= • 5 0 V * • 4 6 a 14 D * . 3 3 V * • 4 5 a 15 D= . 6 1 V * • 5 8 a 1 6 D= . 4 4 V * . 5 6 a 17 D= . 6 6 V * . 5 3 a 18 D= . 6 1 V * . 3 4 a 19 D * . 3 3 V * . 3 8 a 2 0 D= 1 . 0 0 V * 0 . 0 0 a 21 D= . 7 2 V * . 4 1 a 2 2 D= . 7 7 V * . 3 1 a 2 3 D= . 1 6 V * . 7 4 a 2 4 D * • 6 6 V * . 3 6 a 25 D= . 7 2 V * . 1 8 a 2 6 D= . 3 8 V * . 6 1 a 2 7 D= . 3 3 V * . 3 3 a 2 8 D= . 5 5 V * . 1 2 a 2 9 0 * . 6 6 V * . 2 4 a 3 0 D * • 3 8 V * • 51 147 148 STUDENT NO. 1 SCORE3 14 STUDENT NO. 2 SCORE3 3 STUDENT NO. 3 SCORE3 10 STUDENT NO. 4 SCORE3 11 STUDENT NO. 5 SCORE3 9 STUDENT NO. 6 SCORE3 10 STUOENT NO. 7 SCORE3 11 STUDENT NO. 8 SCORE3 24 STUDENT NO. 9 SCORE3 21 STUDENT NO. 10 SCORE3 17 STUDENT NO. 11 SCORE3 18 STUDENT NO. 12 SCORE3 9 STUDENT NO. 13 SCORE3 12 STUDENT NO. 14 SCORE3 10 STUDENT NO. 15 SCORE3 14 STUDENT NO. 16 SCORE3 18 STUDENT NO. 17 SCORE3 12 STUDENT NO. 16 SCORE3 8 STUDENT NO. 19 SCORE3 16 STUDENT NO. 2 0 SCORE3 7 N * 2 0 MEAN3 1 2 . 7 0 SO3 4 . 9 5 3 1 D= . 5 0 V3 • 18 3 2 o- . 5 0 V3 - . 2 0 X 3 D= . 3 0 V3 . 5 9 3 4 D= . 4 5 V3 . 7 6 3 5 D3 • 1 0 v= . 6 5 3 6 D3 • 4 0 v= . 5 4 * 7 D= . 5 5 V3 . 1 0 3 8 D= . 3 5 V* . 0 2 = 9 D= • 3 5 V3 . 6 7 3 10 D= . 5 5 V3 . 3 5 3 11 D= • 10 V3 • 0 8 3 12 D= . 4 0 V3 - . 0 9 3 13 D= . 4 0 V3 . 6 4 3 14 D= • 6 5 V* . 2 5 3 15 D3 . 5 0 V3 . 7 0 3 16 D3 . 3 0 V3 . 3 7 s 17 D= • 4 0 V3 . 5 0 3 18 D= . 5 5 V3 . 5 7 3 19 D= . 2 0 V3 . 4 5 3 2 0 D= . 6 5 V3 . 6 3 3 2 1 D3 • 6 0 V3 • 61 s 2 2 D= . 4 5 V3 • 3 3 3 2 3 D= . 2 5 V3 . 2 9 3 2 4 D= .75 v= • 12 3 2 5 D= . 5 0 V3 • 60 s 2 6 D= . 4 0 V3 • 0 9 3 2 7 D= . 3 0 V3 • 01 3 2 8 D= . 6 0 v= . 3 4 3 2 9 O3 . 5 5 V3 . 1 0 3 3 0 D= . 10 V3 . 3 2 149 STUDENT NO. 1 SCORE3 16 STUDENT NO. 2 SCORE3 6 STUDENT NO. 3 SCORE3 7 STUDENT NO. 4 SCORE* 13 STUDENT NO. 5 SCORE3 15 STUDENT NO. 6 SCORE3 12 STUDENT NO. 7 SCORE3 18 STUDENT NO. 8 SCORE3 14 STUDENT NO. 9 SCORE3 7 STUDENT NO. 10 SCORE3 7 STUDENT NO. 11 SCORE3 5 STUDENT NO. 12 SCORE3 12 STUDENT NO. 13 SCORE3 14 STUDENT NO. 14 SCORE3 8 STUDENT NO. 15 SCORE3 17 STUDENT NO. 16 SCORE3 13 STUDENT NO. 17 SCORE3 15 STUDENT NO. 18 SCORE3 4 N= IB MEAN3 1 1 . 2 7 SD= [ x 1 D« . 5 0 V3 • 65 1 s 2 0= . 4 4 V= . 3 8 I 3 3 D= . 3 3 V= • 17 I 3 4 0= • 11 V * • 14 I 3 5 D= • 05 V3 . 2 0 I 3 6 D» . 3 3 v= . 0 3 | 3 7 D3 . 3 3 V3 . 5 0 I 3 8 D3 . 3 8 V * . 3 7 I 3 9 D= . 2 7 V3 . 0 4 I 3 10 D= • 33 V3 . 1 4 I X 11 0= . 0 5 v= . 3 7 I 3 12 D= . 2 7 V3 - . 0 9 I S 13 D= • 38 V3 . 3 4 J 3 14 D* . 7 2 V3 . 4 4 [ 3 15 D= • 61 V3 . 4 7 I 3 16 D= . 2 7 V3 . 5 0 I 3 17 D= • 22 V * • 52 I X IB D» . 5 0 V3 . 6 8 I 3 19 D3 . 2 2 V3 . 2 4 [ 3 20 D= . 7 2 V3 • 38 I = 21 D« . 3 8 V3 . 0 8 I 3 22 D= . 3 8 V3 . 4 2 I 3 23 D3 . 2 7 V3 . 6 2 I 3 24 D= . 7 7 V3 . 6 5 I 3 25 D3 . 5 5 V3 . 5 2 Jx 26 D= . 3 3 V3 . 1 7 I 3 27 D= . 3 3 V3 - . 3 7 I 3 28 0= . 16 V3 - . 0 6 I = 29 D= . 5 5 v= . 3 6 J 3 30 D= . 3 8 V * . 5 8 4 . 3 1 150 STUOENT NO. 1 SCORE= 17 STUDENT NO. 2 SCORE* 12 STUDENT NO. 3 SCORE* 13 STUDENT NO. 4 SCORE* 25 STUDENT NO. 5 SCORE* 9 STUDENT NO. 6 SCORE* 12 STUDENT NO. 7 SCORE* 11 STUDENT NO. 8 SCORE* 20 STUDENT NO. 9 SCORE* 11 STUDENT NO. 10 SCORE* 14 STUDENT NO. 11 SCORE* 15 STUDENT NO. 12 SCORE* 2 0 STUDENT NO. 13 SCORE* 26 STUDENT NO. 14 SCORE* 16 STUDENT NO. 15 SCORE* 8 X 15 MEAN* 1 5 . 2 6 SD* 1 s 1 0= . 5 3 V * . 19 s 2 D= . 3 3 V* . 0 9 a e 3 D= . 6 6 V * . 4 6 X 4 D* . 4 0 V * . 6 5 X 5 D* . 2 0 V * . 7 9 X 6 D* . 7 3 V * • 20 X 7 0 * • 4 6 V * . 6 1 X 8 D= . 3 3 V * 0 . 0 0 X 9 D* • 53 V * . 5 3 X 10 D* • 4 0 V * . 3 4 X 11 D* • 20 V * . 6 4 X 12 D= • 4 6 V * • 38 X 13 D* . 5 3 V * • 68 X 14 D= • 6 6 V * - . 3 9 X 15 D* . 4 6 V * . 3 5 X 16 D= • 4 6 V * • 4 6 X 17 D* . 4 6 V * . 7 1 X 18 D= . 5 3 V * . 6 0 X 19 D* . 4 6 V * . 5 8 X 20 D= . 8 0 V * . 4 3 X 21 D= . 4 6 V * . 3 3 X 22 D* . 7 3 V * . 2 8 X 2 3 D* • 2 0 V * . 6 0 X 24 D* . 7 3 V * . 0 5 X 2 5 D= • 6 0 V * . 4 2 X 26 D* . 4 0 V * . 7 3 X 27 D= • 4 0 V * • 32 X 2 8 D= . 8 6 V * - . 0 1 X 2 9 D* . 6 6 V * - . 0 4 X 30 D= . 5 3 V * • 0 4 • 25 151 STUDENT NO. 1 SCORE3 8 STUDENT NO. 2 SCORE* 12 STUDENT NO. 3 SCORE3 2 0 STUDENT NO. 4 SCORE3 2 7 STUDENT NO. 5 SCORE* 11 STUDENT NO. 6 SCORE3 9 STUDENT NO. 7 SCORE3 2 6 STUDENT NO. 8 SCORE3 6 STUDENT NO. 9 SCORE3 18 STUDENT NO. 10 SCORE3 13 STUDENT NO. 11 SCORE3 5 STUDENT NO. 12 SCORE3 13 STUDENT NO. 13 SCORE* 16 STUDENT NO. 14 SCORE3 17 STUDENT NO. 15 SCORE3 16 STUDENT NO. 16 SCORE3 8 * 16 MEAN3 1 4 . 0 6 SD= X 1 0 = .8 1 V * . 4 3 X 2 D= .3 1 V3 . 1 4 3 3 D= • 81 V3 . 5 1 3 4 D= • 43 V3 . 4 8 X 5 0= . 3 7 V3 . 6 0 3 6 D= . 6 2 V= . 6 4 3 7 0 = . 3 7 V * . 2 3 X 8 0 = . 4 3 V3 • 42 X 9 0= • 31 V3 • 61 s 10 D= • 50 V3 . 4 2 X 11 D= . 0 6 V3 . 2 4 3 12 D3 . 2 5 V3 . 6 7 3 13 D= • 50 V 3 . 7 4 X 14 O3 . 6 2 V3 . 1 5 X 15 D= . 7 5 V 3 . 4 8 3 16 D3 . 4 3 V3 • 82 X 17 D= . 1 8 V 3 . 6 0 X 18 0= . 5 6 V3 . 5 2 = 19 D= . 1 8 V3 . 4 5 3 2 0 0 * . 6 2 V3 . 6 8 3 21 D3 .3 1 V3 . 5 6 X 22 0= . 7 5 V3 . 5 0 3 23 0= . 3 1 V 3 . 3 3 X 2 4 0= . 5 6 V3 . 0 2 s 25 0 * • A3 V 3 . 3 7 X 2 6 D= • 43 V 3 . 3 9 X 27 D= .3 1 V3 . 4 4 X 28 D= .6 2 V3 . 3 7 X 2 9 D= • 56 v= . 2 6 X 30 D= . 5 6 V3 . 4 8 152 STUDENT NO. 1 SCORE* 6 STUDENT NO. 2 SCORE* 6 STUDENT NO. 3 SCORE* 7 STUDENT NO. 4 SCORE* 11 STUDENT NO. 5 SCORE* 6 STUDENT NO. 6 SCORE* 11 STUDENT NO. 7 SCORE* 6 STUDENT NO. 8 SCORE* 4 STUDENT NO. 9 SCORE* 8 STUDENT NO. 1 0 SCORE* 5 STUDENT NO. 11 SCORE* 16 STUDENT NO. 1 2 SCORE* 1 3 STUDENT NO. 1 3 SCORE* 9 STUDENT NO. 1 4 SCORE* 5 STUDENT NO. 1 5 SCORE* 8 STUDENT NO. 16 SCORE* 3 STUDENT NO. 1 7 SCORE* 8 N* 17 MEAN* 7 . 7 6 SD= X 1 0 = . 2 9 V* . 4 3 X 2 D= . 3 5 V* . 2 0 X 3 D* . 2 3 V* . 3 7 X 4 0 * . 1 7 V* • 22 X 5 D* . 1 1 V* • 3 6 = 6 0 = . 2 9 V* . 1 6 X 7 0 = . 2 9 V* . 2 0 X 8 D* . 1 7 V* . 3 6 X 9 D* • 2 9 V* . 1 2 X 10 D* . 2 9 V* 0 . 0 0 X 11 D* • 0 5 . V* - . 2 1 X 12 D= . 1 7 V* . 0 3 X 13 D= . 1 7 V* . 6 9 X 14 0= . 5 2 V* . 3 9 X 15 0 = . 5 2 V* . 1 4 = 16 0 * . 1 1 V* . 6 3 = 17 D* . 0 5 v= . 0 1 X 18 D= . 4 1 V* . 3 1 X 19 D= . 1 7 V* - . 0 6 X 2 0 D* • 2 9 V* . 5 9 m 21 D= . 3 5 v * . 6 5 X 22 D* . 1 1 V* . 0 8 X 2 3 D= . 1 7 V* . 4 0 X 2 4 D* . 4 7 V* . 2 1 3 2 5 D* • 4 1 V* . 1 3 X 2 6 D= . 1 1 V* . 0 2 X 2 7 D* . 2 9 V* - . 1 1 X 2 8 D= . 1 7 V* . 0 8 X 2 9 D= . 2 9 V* . 6 3 X 3 0 D* . 2 9 V* . 4 3 . 2 8 153 STUDENT NO. 1 SCOREs 5 STUDENT NO. 2 SCOREs 6 STUDENT NO. 3 SCOREs 10 STUDENT NO. 4 SCOREs 5 STUDENT NO. 5 SCORE* 6 STUDENT NO. 6 SCORE* 8 STUDENT NO. 7 SCORE* 4 STUDENT NO. 8 SCORE* 7 STUDENT NO. 9 SCORE* 6 STUDENT NO. 10 SCORE* 7 STUDENT NO. 11 SCORE* 8 STUDENT NO. 12 SCORE* 7 STUDENT NO. 13 SCORE* 13 STUDENT NO. 14 SCORE* 7 STUDENT NO. 15 SCORE* 7 STUDENT NO. 16 SCORE* 6 STUDENT NO. 17 SCORE» 5 N* 1 7 HEAN= 6 . 8 8 SD= 2 . 0 5 1= 1 D= . 3 5 V* . 1 6 I - 2 0= . 1 7 V* - . 0 4 1= 3 0= . 1 1 V= . 0 2 1= 4 D= . 2 3 V* - . 0 3 1= 5 D= . 2 3 V* . 4 3 1= 6 Os .11 Vs .10 1= 7 0 * . 2 3 V* . 0 3 I * 8 Os . 4 1 Vs . 2 8 I - 9 0= . 2 3 Vs . 2 3 I » 10 0= . 3 5 V» . 2 2 I » 11 D= . 0 5 V* . 0 1 I s 12 D= . 2 9 V* . 6 0 I s 13 D» . 3 5 V= - . 2 5 I * 14 0 * . 3 5 Vs . 2 2 I s 15 Ds . 3 5 V» . 5 2 I » 16 0= . 2 3 V» . 5 0 I « 17 D= . 1 7 Vs . 0 2 I « 18 0= . 2 9 Vs . 0 9 1= 19 0= . 1 7 V= . 4 0 I > 20 0= .11 Vs .02 I s 21 0= . 2 3 V* . 7 0 I * 22 D* . 0 5 V» . 1 3 I * 2 3 Ds . 1 1 Vs - . 1 5 I s 2 4 D= . 1 1 Vs . 1 9 I s 25 D= . 1 1 V= . 0 2 I s 2 6 0= . 2 3 V= . 0 3 I s 2 7 0= . 2 3 V» . 0 9 1= 28 0= . 2 9 V= - . 3 4 I » 29 0= . 4 7 V= . 2 2 1= 3 0 0= . 1 1 V= . 3 7 154 STUDENT NO. 1 SCORE* 2 3 STUOENT NO. 2 SCORE* 11 STUDENT NO. 3 SCORE- 2 3 STUDENT NO. 4 SCORE* 16 STUDENT NO. 5 SCORE* 17 STUDENT NO. 6 SCORE* 19 STUDENT NO. 7 SCORE* 15 STUDENT NO. 8 SCORE* 25 STUDENT NO. 9 SCORE* 19 STUOENT NO. 10 SCORE* 11 STUOENT NO. 11 SCORE- 2 3 STUDENT NO. 12 SCORE* 18 STUDENT NO. 1 3 SCORE* 19 STUDENT NO. 1 4 SCORE* 17 STUDENT NO. 15 SCORE* 16 STUDENT NO. 16 SCORE* 2 2 STUDENT NO. 17 SCORE* 18 STUDENT NO. 18 SCORE* 2 4 STUDENT NO. 19 SCORE* 11 STUDENT NO. 2 0 SCORE* 11 STUDENT NO. 21 SCORE* 15 STUDENT NO. 2 2 SCORE* 14 STUDENT NO. 2 3 SCORE* 12 STUDENT NO. 2 4 SCORE* 8 STUDENT NO. 2 5 SCORE* 9 STUOENT NO. 2 6 SCORE* 2 4 STUDENT NO. 2 7 SCORE* 26 STUDENT NO. 2 8 SCORE* 19 STUDENT NO. 2 9 SCORE* 19 STUDENT NO. 3 0 SCORE* 13 STUDENT NO. 31 SCORE* 14 STUDENT NO. 3 2 SCORE* 9 STUOENT NO. 3 3 SCORE* 18 STUDENT NO. 3 4 SCORE* 22 STUDENT NO. 3 5 SCORE* 13 STUDENT NO. 3 6 SCORE* 9 STUDENT NO. 37 SCORE* 19 STUDENT NO. 3 8 SCORE* 8 STUDENT NO. 3 9 SCORE* 14 STUDENT NO. 4 0 SCORE* 10 STUDENT NO. 4 1 SCORE* 7 STUDENT NO. 4 2 SCORE* 17 STUDENT NO. 4 3 SCORE* 15 STUDENT NO. 4 4 SCORE* 18 STUDENT NO. 4 5 SCORE* 16 STUDENT NO. 4 6 SCORE* 15 STUDENT NO. 4 7 SCORE* 6 STUDENT NO. 4 8 SCORE* 14 STUDENT NO. 4 9 SCORE* 4 STUDENT NO. 5 0 SCORE* 14 STUDENT NO. 5 1 SCORE* 9 STUDENT NO. 5 2 SCORE* 14 STUDENT NO. 5 3 SCORE* 15 STUDENT NO. 5 4 SCORE* 11 STUDENT NO. 5 5 SCORE* 14 STUDENT NO. 5 6 SCORE* 4 S t u d e n t NO. 5 7 SCORE* 19 STUDENT NO. 5 8 SCORE* 13 STUDENT NO. 5 9 SCORE* 14 STUDENT NO. 6 0 SCORE* 2 7 STUDENT NO. 6 1 SCORE* 14 -STUDENT NO. 6 2 SCORE- 12 155 STUDENT NO. 6 3 SCORE3 13 STUDENT NO. 6 6 SCORE* 2 3 STUDENT NO. 6 5 SCORE* 21 STUDENT NO. 6 6 SCORE* 8 STUDENT NO. 6 7 SCORE* 15 STUDENT NO. 6 8 SCORE* 2 6 STUDENT NO. 6 9 SCORE* 27 STUDENT NO. 7 0 SCORE* 22 STUDENT NO. 7 1 SCORE* 12 STUDENT NO. 7 2 SCORE* 9 STUDENT NO. 7 3 SCORE* 15 STUDENT NO. 7 6 SCORE* 22 STUDENT NO. 7 5 SCORE* 2 6 STUDENT NO. 7 6 SCORE* 15 STUDENT NO. 7 7 SCORE* 13 STUDENT NO. 7 8 SCORE* 2 6 STUDENT NO. 7 9 SCORE* 7 STUDENT NO. 8 0 SCORE* 19 STUDENT NO. 81 SCORE* 18 STUDENT NO. 8 2 SCORE* 5 STUDENT NO. 8 3 SCORE* 16 STUDENT NO. 8 6 SCORE* 18 STUOENT NO. 8 5 SCORE* 21 STUDENT NO. 8 6 SCORE* 19 STUDENT NO. 8 7 SCORE* 3 STUDENT NO. 8 8 SCORE* 6 STUDENT NO. 8 9 SCORE* 11 STUDENT NO. 9 0 SCORE* 7 STUDENT NO. 9 1 SCORE* 18 STUDENT NO. 9 2 SCORE* 7 STUDENT NO. 9 3 SCORE* 10 STUDENT NO. 9 6 SCORE* 10 STUDENT NO. 9 5 SCORE* 6 STUDENT NO. 9 6 SCORE* 8 STUOENT NO. 9 7 SCORE* 9 STUDENT NO. 9 8 SCORE* 18 STUDENT NO. 9 9 SCORE* 13 STUDENT NO. 1 0 0 SCORE* 8 STUDENT NO. 1 0 1 SCORE* 3 STUDENT NO. 1 0 2 SCORE- 11 STUDENT NO. 1 0 3 SCORE* 9 STUDENT NO. 1 0 6 SCORE* 11 STUDENT NO. 1 0 5 SCORE* 7 STUDENT NO. 1 0 6 SCORE* 5 STUDENT NO. 1 0 7 SCORE* 9 STUDENT NO. 1 0 8 SCORE* 10 STUDENT NO. 1 0 9 SCORE* 0 STUDENT NO. 1 1 0 SCORE* 6 STUDENT NO. 1 1 1 SCORE* 8 STUDENT NO. 1 1 2 SCORE* 8 STUDENT NO. 1 1 3 SCORE* 7 STUDENT NO. 1 1 6 SCORE* 6 STUDENT NO. 1 1 5 SCORE* 6 STUDENT NO. 1 1 6 SCORE* 7 STUDENT NO. 1 1 7 SCORE* 12 STUDENT NO. 1 1 8 SCORE* 10 STUDENT NO. 1 1 9 SCORE* 5 STUDENT NO. 1 2 0 SCORE* 8 STUDENT NO. 1 2 1 SCORE* 7 N* 121 MEAN* 1 3 . 5 5 SI 6+18 f n I I . II II II II I I II M I • I I II II I H I I M II I II II II I O 4 0 ^ 9 U l ^ W M H O t O f e ^ O k U I | >W M H O < O I S * « I O >U I ^ W N H o o o o o o o o o o o o o o o o o o o o o o o o o o o o o o I I I I H I I I I U I I U II I I I I II N I I I I I I I I I I I I U I I I I I I I I I I H H I I N H • • • • • • • • • ■ • ' • • • • • • • • • • • • • • • • • a o*WK*-ja>*-M.^M.^.t'vO*-uto>0wu»w.***«ioD®ooo>O‘-4OOkui < < < < < < < < < < < < < < < < < < < < < < < < < < < < < < M I I I I 1 I I I H I I I I M U H I I H I I I I M I I H I I I I U I I I I I I I I I I M M H I I 4k^>4i >M4ku iv n u i^ o u )v n iN » u iip u i^ ^ ^ ^ 4 ko>«kb i^ i*i^ u iv n w U IC D h < 4 i i n ^ * < O O B H W ^ vO * J U I r * V H ^ I W ^ | U I ^ ^ ' i N 0 O l t a N U I | | l 156 4 - C O C O C M C O * C M<0 in f\J (M in ^ C M * pH in O ' * fO o pH O ' o ^4 pH r - ® 0 * <M o C O C M C O «o f» o «o p * m in *M C O * p» P - in IM ^ C O p - cn in cm ro in o> cm pH C M pH ph C M pH C M pH pH pH pH pH pH pH pH pH pH (M (M m4 H H pH p H H pH pH m4 pH pH p H pH w4 'm4 C M pH H H H H M II H II ii II N n H H H N N H II ii N H N n ii II N n H II N H II II II II II H N II Ii n II II H H II II ii n ii ii II H II II II » n i i i i n UJ IU UJ U l UJ U l U l U l UJ UJ U l U l UJ UJ U l UJ U l UJ UJ UJ UJ U l UJ UJ UJ UJ UJ UJ U l UJ UJ U l U l UJ UJ UJ U l UJ UJ UJ UJ UJ U l UJ U l U l UJ UJ UJ UJ UJ UJ UJ U l U l U l UJ UJ UJ UJ UJ tu oe oe ce CC oe oe oe oe oe oe oe oe oe oe oe a oe oe oe oe oe oe CC oe oe oe oe ae ae ae ae oe ae oe ae ae ae ae ae ae oe oe ae ae ae oe ae ae ae ae oe ae ae ae ae oe ae ae ae ae ae ae o o a a o o o a o a a a o a a o o o o a o o a a o o □ o o o o o a a a a o □ o a a o o a o □ a a a a a a O a a □ □ a o 0 : 0 a o o o o o o a u o o u o o u o u o o o u o u U o o o u o o o o a a o o o o L> o u o o u u o o o o a u u u o U a o a L ) O u o o «/) co C OC OC OC O to to C O C O to to to to C O to C O to to to to to C O to to to to to to to to to C O to to C OC OC O to C O to to C O to to IO C O to C O C O to to IO C O to to to to C O to to to cm in <0p * C O o * o ph INI P O * in <0 r» 00 O ' o pH M cn * in >0 r - 00 O ' o pH N fO 4 - m <0 r - C O O ' a pH C M to 4 - in p» (9 0 * O -H C M cn * in <o P - * ■ 0 * O -H C M [ pH pH pH pH pHpH pH pH (M C M C M C M C M C M C M C M C M C M to C O to P O ro en «n m to * * 4- * <* -«• * in m m in in m in in in in • o o a i • • • • • • • • • • • • • • • • • • • • • • • • • • • ■ • • • • • • • • • ■ • • • • • • • • • • • • • • • • • • • • t i o o o O a o o a o o o o o o o o O a o o a O O o o o a o o o o a a O a □ o o o o a o a a a O a O o o o a a o o a □ o a o o g z z z z z z z z z z z z z z z z Z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z Z Z Z j 1 - K h H h 1 “ 1 - P - 1 - 1 - 1- p* K P- P - p - ♦- c- p - p - p - b- p- H p - pp P - p- p - p - i - ►- P - 1 ” p- p - p - P - H c - c - h - h - 1 - C - I - p- p - h~ » - 1 - h- p - p p p z z Z z Z z Z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z z Z z z z z Z Z z z z z z z z z z z z z z z z z z z U l U l U l U l U l UJ UJ U l UJ UJ UJ U l U l U l UJ U l U l U l U l Ul UJ UJ U l U l UJ U l Ul UJ U l UJ UJ UJ UJ UJ UJ UJ U l U l U l Ul U l U l U l UJ UJ U J U l UJ UJ UJ UJ U l UJ U l U l UJ UJ U l U l U l U l U l o o o o a o o a o o o a a o a a o o o o o o o o Q a a a a o o o o o o o o a Q o a a o o Q o Q a o a o o o a Q a o a a o q a 33 333333333 333 3333 333 3333333 3333333333333333333 333 3 33333 33 33 3 3 ♦»1 - HH I - HHH 1 - P - H i» pp *• P - 1 —HH -HH HH P - P - i - p- pp P-f »P - b- HP -HP -K p»P -ppP »P *H^ pHt -P -c - pp P - ► - K P -p- H HK H P - P * C O C O C O C O to IO to to IO c o to c o C O C O C O C 0 to to co C O to to to to to to to C O to C O to IO to to to to to to to C O to to to to in IO to to to to to to IO to to C O to IO to to C O to I 158 N»OO^N9<NO^ONKIO<t'0^0>9H<0inO^^m4,H0«N • •••••••••.••••••••••••••••••tv U H U M II II II * I U I K U n n M U II M II • H 0 4 i ' 4 n o t O < o ^ K i^ o t n o u i ^ N H O > 4 ’ 0 ^ 4 > 4 e o M ')H iO (« in • • • • • • • • • • • • • • • • • • • • ■ • • • • • • a * * H It M II H II H H It N II M It N II II It II II II N H II II N N M II H II 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ^rsifn^-inor^ooa'0^«MfOsrirvOf> -o o ^ o ^ fM n ^ in < o r-o o ff« o H^«4,4>4p4Hp4>4p4(MN(MN(MNNIMNN«I 159 STUDENT NO. 6 3 SCORE* 11 STUOENT NO. 6 4 SCORE* 20 STUDENT NO. 65 SCORE* 11 STUDENT NO. 6 6 SCORE* 14 STUDENT NO. 6 7 SCORE* 15 STUDENT NO. 6 6 SCORE* 20 STUDENT NO. 6 9 SCORE* 26 STUDENT NO. 70 SCORE* 16 STUDENT NO. 71 SCORE* 8 STUDENT NO. 72 SCORE* 8 STUDENT NO. 73 SCORE* 12 STUDENT NO. 7 4 SCORE* 20 STUDENT NO. 75 SCORE* 27 STUDENT NO. 7 6 SCORE* 11 STUDENT NO. 77 SCORE* 9 STUDENT NO. 76 SCORE* 26 STUDENT NO. 79 SCORE* 6 STUDENT NO. 80 SCORE* 18 STUDENT NO. 81 SCORE* 13 STUDENT NO. 82 SCORE* 5 STUDENT NO. 83 SCORE* 13 STUDENT NO. 8 4 SCORE* 16 STUDENT NO. 85 SCORE* 17 STUDENT NO. 86 SCORE* 16 STUDENT NO. 87 SCORE* 8 STUDENT NO. 88 SCORE* 6 STUDENT NO. 8 9 SCORE* 6 STUDENT NO- 9 0 SCORE* 7 STUDENT NO. 91 SCORE* 11 STUDENT NO. 92 SCORE* 6 STUDENT NO. 93 SCORE* 11 STUDENT NO. 94 SCORE* 6 STUDENT NO- 9 5 SCORE* 4 STUDENT NO. 96 SCORE* 8 STUDENT NO- 97 SCORE* 5 STUDENT NO. 9 8 SCORE* 16 STUDENT NO. 9 9 SCORE* 13 STUDENT NO. 100 SCORE* 9 STUDENT NO. 101 SCORE* 5 STUDENT NO- 102 SCORE* 8 STUDENT NO. 103 SCORE* 3 STUDENT NO. 104 SCORE- 8 STUDENT NO. 105 SCORE* 5 STUDENT NO. 106 SCORE* 6 STUDENT NO. 107 SCORE* 10 STUDENT NO. 1 0 8 SCORE* 5 STUDENT NO. 1 09 SCORE* 6 STUDENT NO. 1 1 0 SCORE* 8 STUDENT NO. 111 SCORE* 4 STUDENT NO. 1 1 2 SCORE* 7 STUDENT NO. 113 SCORE* 6 STUDENT NO. 114 SCORE* 7 STUDENT NO. 115 SCORE* 8 STUDENT NO. 1 16 SCORE* 7 STUDENT NO. 117 SCORE* 13 STUDENT NO. 118 SCORE* 7 STUOENT NO. 119 SCORE* 7 STUDENT NO, 120 SCORE* 6 STUOENT NO. 121 SCORE* 5 A l* -1 2 1 MEAN* 1 1 * 7 8 SD= b i b l i o g r a p h y 160 BIBLIOGRAPHY Books Auer, J. 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Y.: Special Devices Center, 1949. Zuckerman, J. V. Commentary Variations: Level of Verbali zation. Personal Reference, and Phase Relations of Instructional Films on Perceptual Motor Tasks. Special Devices Center Technical Report SDC 269-7-4, Port Washington, N. Y.: Special Devices Center, 1949. P e r i o d i c a l s Fairbanks, G., Everitt, W. L., and Jaeger, R. P. "A Method for Time or Frequency Compression-Expansion of Speech," Transactions of the Institute of Radio Engineers— Professional Group on Acoustics AU-2 (1954), pp. 7-11. Fairbanks, G., Guttman, N., and Miron, M. S. "Effects of Time Compression upon the Comprehension of Connected Speech," J o u r n a l o f S p e e c h a n d H e a r i n g Disorders. XXII (March, 1957), 11-19. Garvey, William D. "The Intelligibility of Speeded Speech," Journal of Experimental Psychology. XLV (1953), 102-108. Harwood, Kenneth A. "Listenability and Rate of Presenta tion," Speech Monographs. XXII (1955), 57-59. "How's That Again," Newsweek. September 12, 1965, p. 84. Klumpp, R. G., and Webster, J. C. "Intelligibility of Time- Compressed Speech," Journal of the Acoustical Soci ety of America. XXXIII (1961), 265-267, 164 McLain, Julie Rhinehart. "A Comparison of Two Methods of Producing Rapid Speech," The International Journal for the_.Education of the Blind. XII (December, 1962), 40-43. Miller, G. A., and Licklider, J. C. R. "The Intelligibility of Interrupted Speech," Journal ojf the Acoustical Society of America. XXII (1950), 167-173. Nelson, H. E. "The Effect of Variation of Rate on the Re call by Radio Listeners of 'Straight' Newscasts," Speech Monographs. XV (1950), 173-180. Travers, R. M. W. "The Transmission of Information to Human Receivers," Audio-Visual.Communication Review. XII (Winter, 1964), 373-385. Voor, John, and Miller, Joseph. "The Effect of Practice upon the Comprehension of Time-Compressed Speech," Speech Monographs. XXXII (November, 1965), 452-454. Unpublished Materials. American Psychological Association, Division 15. "Sympo sium; Recent Research on the Comprehension of Time- Compressed (Speeded) Speech." Symposium held in Chicago, Illinois, September 3, 1965. Bixler, Ray H., Foulke, Emerson, Amster, Clarence H., and Nolan, Carson Y. "Comprehension of Rapid Speech by the Blind, Part I." Louisville, Kentucky; Depart ment of Psychology and Social Anthropology, Univer sity of Louisville, n.d. (Mimeographed.) Friedman, Herbert L., and Orr, David B. "Comprehension of Speeded Speech as a Function of Practice." Paper read at the Division 15 meeting of the American Psychological Association, Chicago, Illinois, Sep tember 3, 1965. (Xerox copy.) Miller, C. E. "Effect on Learning of Variations in Oral Presentation." Unpublished Ph.D. dissertation, University of Denver, 1955. 165 Interviews Clark, Charles. Personal interview, January 26, 1965, at California State College at Los Angeles, Los Angeles, California. Kemp, Bradley. Telephone interview, July 2, 1963, Los Angeles, California. Weaver, E. Raymond. Personal interview, January 7, 1965, at California State College at Los Angeles, Los Angeles, California. Personal Correspondence i Fairbanks, Grant. Letter to James Loper, January 10, 1962. The letter is in the possession of James Loper, 1874 Warwick Road, San Marino, California. Hutchinson, Charles E. Letter to James Loper, June 19, 1963. The letter is in the possession of James Loper, 1874 Warwick Road, San Marino, California. Pettus, J. L. Letter to James Loper, November 1, 1961. The letter is in the possession of James Loper, 1874 Warwick Hoad, San Marino, California.
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Asset Metadata
Creator
Loper, James Leaders
(author)
Core Title
An Experimental Study Of Some Effects Of Time Compression Upon The Comprehension And Retention Of A Visually Augmented Televised Speech
Degree
Doctor of Philosophy
Degree Program
Communication - Telecommunication
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
OAI-PMH Harvest,Speech Communication
Language
English
Contributor
Digitized by ProQuest
(provenance)
Advisor
Harwood, Kenneth A. (
committee chair
), Dickens, Milton (
committee member
), Kittross, John M. (
committee member
)
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https://doi.org/10.25549/usctheses-c18-129243
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UC11360265
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6706505.pdf (filename),usctheses-c18-129243 (legacy record id)
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6706505.pdf
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129243
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Dissertation
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Loper, James Leaders
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texts
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University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
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The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...
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