IMPROVING LEARNING UNDER THE THINK-ANSWERS RESPONSE MODE.
AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES PALO ALTO CALIF
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Two experiments are reported which were conducted with individual junior college students. All subjects thought answers on the first 16 sets of The Analysis of Behavior. In experiment 1, fewest posttest errors were made by the treatment group in which subjects were caused to spend more time on difficult and less on easy instructional items. Supplementary practice in writing answer words or the availability of correct answers during instruction did not result in statistically significant differences among the four groups in experiment 2. Author
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