Relationship Between Modality Preference and Performance

Abstract

The Illinois Test of Psycholinguistic Abilities was administered to 166 second graders who were classified as auditory or visual learners on the basis of discrepancies in individual test profiles. Four controlled instructional procedures were presented in classroom settings. Two procedures were primarily auditory, and two primarily visual. The 5 percent of the subjects showing greatest preference for visual tests performed equally well on visual and auditory learning tasks. Auditory learners performed equally well on auditory and visual tasks.

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