STUDENT OBSERVATION OF INSTRUCTIONAL MATERIALS AS A FUNCTION OF RESPONSE MODE.
AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES PALO ALTO CALIF
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In previous laboratory experiments subjects who spent more time reading and answering difficult instructional items relative to their own time on easy items, made fewer posttest errors. The first 17 sets of The Analysis of Behavior were used as experimental materials. The same materials were used in the present experiment. Eleven measures of the students performance during learning were obtained. Seven of these measures were based on the time spent on individual instructional items and components of this total frame time. Four measures were of the students observation of instructional items. Measures were obtained separately for question material and for program answers which followed each question. It proved possible to make statistically significant predictions of the number of posttest errors from two measures of the students observation of instructional item question material. Values of each measure were substituted for response time measures in calculating an index value according to procedures of earlier experiments. Findings suggested that more observing of difficult items and, perhaps, less of easy was associated with superior learning. Author
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