TRANSFER EFFECTS WITHIN A HIERARCHICAL LEARNING TASK AS A FUNCTION OF REVIEW AND CORRECTION ON SUCCESSIVE PARTS.
Technical rept. no. 5,
ILLINOIS UNIV URBANA TRAINING RESEARCH LAB
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A common assumption is that learning and retention of a hierarchial task are both facilitated by mastering each successive part before proceeding to the next part. However, research conducted on the teaching of a complex imaginary science by means of SOCRATES, a computer-based teaching machine, contradicted this hypothesis. It was concluded that correction on lesson frames teaches cautious, slow responding with no gain in accuracy of response and that in a hierarchial task in which subjects are allowed to review during the terminal test, an attempt to ensure mastery of each successive part before proceeding to the next part by requiring the student to receive a two-stage review and correction procedure when he makes errors does not facilitate learning or retention.