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Of Theories of Factors As a Part of the Learning Process DOCUMENT RESUME EM 007 009 ED 025 159 By-Ball, John, Ed; Byrnes,Francis C., Ed. Communication. INST-7BBB00599 Research, Principles, andPractices in Visual Land Grant Colleges,Washington, D.C. National Association ofState Universities and Instruction, Washington,D.C. Spons Agency-Departmentof Audiovisual Pub Date 60 Note- 168p. 16th Street,N.W., Instruction, NationalEducation Assn.,1201 Available from-Departmentof Audiovisual Washington, D.C. 20036(14.00). EDRS. EDRS Price MF-10.76 HCNot Available from *Communication Communication, *Communication(Thought Transfer), Descriptors- AudiovisualAids, Audiovisual Perceptual Development,Pictorial Stimuli, *Manuals, Models,Nonverbal Learning, Perception, Visual Skills, Information Theory, Discrimination, *VisualLearning. *Visual Research Prolects,Research Utilization, Visual Stimuli Project inAgricultural Communications,a Under the sponsorshipof the National reader or authors has beencompiled to serve as a series of 14lessons by various modelsof visualcommunications.Several trainingmanualin thefieldof themselves outlined and evaluated.Many studieswhich concern communications are channel, message,and of source, encoding ordecoding methods, with the concepts structure, andfunction of visual receiver aredescribed briefly.The development, reference made tothe part thatinddualdifferences, perception aresketched, with Several specifictheories of motivation, and setplayinvisual communication. for planningand presented in acondensed form.Some guidelines perception are choice and useof effective evaluating a communicationsprogram arelaid down. The medium for visualcommunication arediscussed. Some design and appropriate filing visualmaterials are solutions to problems inobtaining, coordinating,storing, and roles of drive, cue,response,reward, andvisual offered. Researchstudies on the surveyed. An factors as a partof the learning processof communication are extensivebibliography is included.(JY) PROCESS WITHMICROFICHE PUBLISHER'S AND PRICES. FICHE REPRODUCTIONMICRO- ONLY. EB025159 Research, Principles, and Practices in Visual Communication Departmentof Audiovisual InstructionNational Education Association Research, Principles, and Practices in Visual Communication - This book was originally published as a partof the Communication Training Program developedby the National Project in Agricultural Communicationsfor the American Association of Land-Grant Collegesand State Universities. The present edition is a reprint of theoriginal work and has been published by the Departmentof Audiovisual Instruction as a contribution to scholarshipin the field of visual communication. Copyright 1960 by the American Association of Land-Grant Colleges and State Universities. Permission to reproduce this copyrighted work has been granted to the Educational Resources Information Center (ERIC) and to the organization operating under contract with the Office to Education to reproduce documents in- cluded in the ERIC system by means of microfiche only, but this right is not conferred to any users of the micro- fiche received from the ERIC Document Reproduction Service.Further reproduction of any part requires per- mission of the copyright owner. published by The Department of Audiovisual Instruction of the National Education Association Single copy, $4.00.Discounts: 10 percent on 2-9 copies and 20 percent on 10 or more copies. Make checkspayable to the National Education Association, 1201 16th Street, N.W.,Waahington, D.C., 20036. ".4orr PROCESS WITH MICROFICHE AND PUBLISHER'S PRICES. MICRO- FICHE REPRODUCTION ONLY. Research, Principles,and Practices in VisualCommunication. Contributing Authors J. Stacy Adams John Ball Erwin P. Bettinghaus John Oliver Cook George Gerbner Martin Krampen A. A. Lumsdaino Nathan Maccoby Robert, C. Snider I. A. Taylor Hal R. Taylor Edited by John Ball and Francis C. Byrnes E00251.59 Foreword "Is it possible tointer-relate in a meaningful This foreword attemptsto answer the two ques- and theory pertinentto percep- be raised aboutthis book ; way research tions most likely to tion, learning,communication, and visual pre- What is it? How didit come about? Project in Agricul- sentation ? Since 1954, the National "How, when, and whydo what kinds ofvisual tural Communicationshas been engagedin de- training programs in presentation enhancethe attention-value, un- veloping and conducting oracceptability of specific communication. Primaryaudiences for these pro- derstandability, grams havebeen the state andfield staffs of the communications? Services, but many other "In the answers tosuch questions mustlie Agricultural Extension fundamental theme for groups andagencies have enrolledin and bene- the basic structure or fited by the programs. a trainingunit in visualcommunication." in communi- Earlier NPAC training programs Throughout 1959, aseries of conferences pro- cation concentrated onthe basic elementsof the out- and on the specific areas duced the plan for thetraining program, the communication process, line for this book,and a team of competent,dedi- of oral and writtencommunication. These pro- lesson demands for cated people responsiblefor preparing grams andtheir effects stimulated for the book.The book communication. plans and/or chapters a similarunit in visual and the training programwere launchedsimul- Recognizing that theultimate audience for any 1960, at the firstof several in visual communicationwould be taneously in January, new program to two-week trainingsessions. essentially the same asthat already exposed (NPAC) and theeditors regard the basic, oral, andwritten units, NPAC sawin The publisher and plan an opportunity to reinforcethe the book as apreliminary edition, this development expanded edition withinthe year. Theexpanded previous instructionwhile at the sametime pro- and for training in visual com- edition will be extendedby several chapters, viding a solid base further integrationwill eliminateduplication. munication. numbered throughoutto facili- Since suitable referencematerial in the field Paragraphs are trainers and was extremelylimited, tate use as areference manual for of visual communication teachers. Little of thecontent of thetraining pro- NPAC decided to sponsorthe writing, editingand gram will befound in the trainingguide; content printing of this basicreader in communication, guide by use ofthe paragraph with special emphasis onthe visual aspects.This is referenced in the part by the adviceand numbers in the book. decision was sparked in bibliographic referencegenerally contributions of some 50 personswho partici- The style of All the follows that of theauthor of thechapter. pated in the planningand development of consolidated in the compre- training unit in visualcommunication. references have been hensive bibliographyat the end,listing all items Late in 1958, NPACmailed a preliminaryout- bibliog- in visual communica- mentioned in the book.A more extensive line for a training program raphy is contemplatedin later editions.In in- tion to more than50 educators,communication numbers are used specialists, trainingdirectors, dexing the book,the paragraph theorists, visual instead of pages. and agriculturaleditors.Along with the out- reference follows : As a whole, thebook is a working line, NPAC commented as manual. Editorialdecisions have beenbased on "To make asignificant contribution,this and use- relevant criteria whichemphasized convenience unit must grow outof and relate to the fulness. The editorshope that the bookwill open and establishedtheory and research onhow whole range of researchper- and learn. In what ways, to the reader the people communicate tinent to visualcommunication, andthat the for instance, dowhat kinds of visualapproaches readers to interestingand retention, and applica- bibliography will direct facilitate the learning, fruitful areas ofknowledge. tion of knowledge,concepts, and skills? zr.= t Acknowledgments Although it seems an almost impossible task to list and thank all the persons and institutions who have contributed substantially to the pro- duction of this book and the related training pro- gram, the NPAC publicly expresses appreciation as follows : 1. To the Agricultural Extension Services and related elements of the various Land-Grant in- stitutions whose support, cooperation, and con- fidence made possible the various communication training programs. 2. To the more than 50 persons who gave generously of time, ideas, and materials to facili- tate development of the visual communication training program. 3. To the many individuals and publishers who permitted reproduction and adaptation of pre- viously published materials for use in this book and related training program. 4. To members of the Division of Audio-Visual Instruction, National Education Association, for assistance in finding consultative .talent, mate- rials, and resources. 5. To staff members and various departments, colleges, and services of Michigan State Univer- sity for a wide range of facilities and services necessary to the planning, development, and illus- tration of the book and training program. 6. To W. K. Kellogg Foundation whose finan- cial support since 1953 has made possible the gen- eral operations of the National Project in Agri- cultural Communications. _ , Contents Study Page 1 1. Process: The ConceptualBasis for Communication 4 2. The Interaction Model:Perception andCommunication 16 3. Communication Models 29 4. The S-M-C-R Model 33 5. The Interpreter Model 38 6. Communication Effects 51 7. Perception and VisualCommunication 71 8. Some Other Theoriesof
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