Abstract
A controlled experiment was conducted to determine whether various forms of redundancy, namely headlines and recapitulations, significantly enhance listener understanding of a radio newscast The impact of these techniques on learning was tested with a two factor experimental design (N = 128) with a 13-story newscast. It was hypothesized that headlines and recaps would have a positive effect on understanding the stories, operationalized as free-response recall. Results showed that both headlines and recaps significantly enhanced understanding. However, headlining appeared to be the more influential technique.
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