THE EFFECT OF PROGRAMED INSTRUCTION RESPONSE CONDITIONS ON ACQUISITION AND RETENTION.
GEORGE WASHINGTON UNIV ALEXANDRIA VA HUMAN RESOURCES RESEARCH OFFICE
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The objective was to evaluate the effect on criterion scores of programed instruction requiring subjects either to write or not to write their responses, under either constructed or prompted conditions, with military tactics as the content. One hundred and twenty Infantry lieutenants in groups of 30 used the programed booklet instruction with the four response conditions constructed-overt, constructed-covert, prompted-overt, and prompted-covert. Two control groups were also tested. Although test scores from conventional lecture and programed instruction methods did not differ significantly, the lecture method required twice the average training time of the fastest programed method. The similarity in effectiveness resulting from the disparate response conditions suggests that, for content of this nature and length, constructed responses either overt or covert may be dispensed with in favor of prompted-covert responses, which require less learning time without compromising the training effectiveness of programed instruction.
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