Auditory information processing and its method of presentation

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The encoding or learning difficulty variable was found to differentiate two theories concerning the relative efficacy of auditory item information presentation methods, anticipation vs. study-test. Barch and Levine (1967) expect superiority of the anticipation method when stimulus encoding is difficult, but that of the study-test method when it is easy (the encoding position). The retention interval model (Izawa, 1981c), however, predicts that the advantage for the study-test method is likely to be negligible when learning is either extremely difficult or extremely easy, but may be large when learning is intermediately difficult, with some possibility of the advantage being a small one. Data from 78 college students were analysed via group means, with either highest or lowest performers, from various perspectives. No situation, throughout all data analyses on three levels of difficulty, produced a significant superiority for the anticipation method vis-à-vis the study-test method. Overall, support for the encoding position was less than meager. The retention interval model, in contrast, seems to have received substantial support from auditory data on all difficulty levels, be they defined a priori (objectively) by the experimenter, or a posteriori (subjectively), by the individual learner.
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