Date of Award

Fall 8-1978

Document Type


Degree Name

Master of Arts




The present study attempted to examine the relationship between reading level and central and incidental learning in the visual and auditory modalities. The central-incidental tasks were modifications of Hagen's (1967) visual central-incidental tasks. Twenty male and female adolescents who had identified learning problems were subjects. An equal number of good and poor readers were assigned to the visual and auditory tasks. The results of the research indicated that reading level was not related to incidental learning nor to central auditory performance. However, the research findings showed significant differences between reading level and visual central task performance. The simplicity of the tasks may have had an influence on the results.

Included in

Psychology Commons