title: The total-time hypothesis and the acquisition of connected discourse as a function of mode of presentation, presentation rate, and intelligence.
abstract: This study investigated the applicability of the total-time hypothesis in learning connected discourse as a function of two separate modes of presentation, two different presentation rates, and two significantly different level of adult intelligence. The eight paragraphs of the Nelson-Denny Reading Test (Form A) served as the connected discourse. Statistical analyses showed the total-time hypothesis to be definitely applicable to the learning of the connected discourse Substantial doubt regarding the wisdom of using compressed speech technology as an educational panacea was evident.
authors.affiliation: Northwest Missouri State University, USA.
authors.forename: L R
authors.initials: LR
authors.lastname: Riley
authors.forename: N J
authors.initials: NJ
authors.lastname: Riley
mesh_terms: D000328:Adult; D001288:Attention; D003143:Communication Devices for People with Disabilities; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D011939:Mental Recall; D013067:Speech Perception; D013998:Time Perception