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Four different instructional approaches for improving listening were compared:a control group,a lecture, a video role model, and a lecture plus a role model. The students' listening techniqueswere then observed in a simulated supervisory-subordinate conference. Students exposed to thevideo role model asked more questions than those not exposed to it. Also those students exposedto any three of the instructional strategies did a better job of summarization and were more likelyto take notes than the control group.
Smeltzer et al. (Tue,) studied this question.