THE INFLUENCE OF PRACTICE FRAMES AND VERBAL ABILITY ON PROGRAMED INSTRUCTION PERFORMANCE.
HUMAN RESOURCES RESEARCH OFFICE GEORGE WASHINGTON UNIV ALEXANDRIA VA
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The effect of special practice frames upon programed instruction performance was examined using a program in counterinsurgency. The individuals who served as subjects represented two levels of verbal ability. Practice frames enabled subjects to proceed through the program at a faster rate per frame, make fewer program errors, and score higher on a recall type of achievement test. Subjects of higher verbal ability were able to proceed through the program at a faster rate, make fewer program errors, and exhibit higher scores on all measures of achievement. Author
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