Abstract
Immediate recall of sequential and simultaneous presentation of visual stimuli in deaf and hearing children was investigated to determine the effects of rate and method of presentation, stimuli meaningfulness, and number of items per trial. It was found that deaf and hearing children performed the same with simultaneous presentation, while the hearing groups showed superior recall with sequential presentation. Increased items per trial, decreased stimuli meaningfulness, and increased presentation rate adversely affected the immediate recall of both groups. Restrictions on interpretations of remits are noted and classroom implications are discussed.
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