The Total-Time Hypothesis and the Acquisition of Connected Discourse as a Function of Mode of Presentation, Presentation Rate, and Intelligence

Abstract

This study investigated the applicability of the total-time hypothesis in learning connected discourse as a function of two separate modes of presentation, two different presentation rates, and two significantly different levels of adult intelligence. The eight paragraphs of the Nelson-Denny Reading Test (Form A) served as the connected discourse. Statistical analyses showed the total-time hypothesis to be definitely applicable to the learning of the connected discourse. Substantial doubt regarding the wisdom of using compressed speech technology as an educational panacea was evident.