ERIC Number: ED233306
Record Type: RIE
Publication Date: 1983-Feb
Reference Count: 0
Speed Listening: Exploring an Analogue of Speed Reading. Final Report.
Wallace, William P.
To determine whether the impressive rates for speed reading (e.g., 500 words per minute) can be approximated in speed listening, two experiments compared the comprehension level of material heard at a normal speaking rate with that heard at accelerated rates. In the first experiment, the major demonstration experiment, three groups of college students--a control group, a group given three hours of training in listening at normal speed, and a group given an equal amount of training in speed listening--were given comprehension tests of (1) material presented at a normal speaking rate, approximately 180 words per minute; (2) "skimmed" material, having unnecessary words deleted so as to produce a presentation rate of 230 words per minute (rate was determined by dividing the number of words in the original passage by the number of minutes it took to play back the skimmed version); (3) original material speeded up, with pitch correction, to 400 words per minute; (4) material skimmed and accelerated to 500 words per minute; and (5) new material (no presentation). While comprehension following speed listening was below that following a normal presentation, the amount of information acquired per unit of listening time was greater under speed listening conditions. Surprisingly, practice in speed reading had little effect on comprehension, both in this and in the second experiment, which increased practice listening experience time to about 16 hours. The document notes that, beyond its theoretical interest, research in speed listening can be applied to programs for the reading disadvantaged and for situations where communication must be restricted to auditory channels. (MM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Nevada Univ. System, Reno.
Note: Hold for better abstract.