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LEARNING VIA PROGRAMED READING,
AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES PALO ALTO CALIF
The first part of this study reports the finding that discursively written texts programed to include a heterogeneous typography highlight ing essential core content, and b self evaluational response items quizzing the reader on the core content, were considerably more effective in teaching the essential material than discursively and tersely written texts in corporating neither program characteristic. The second part of the study reports the findings of a follow-up study designed to assess the relative effectiveness of typographical cueing versus self-evaluational responding on the learning and retention of essential lesson content in both discursively and tersely written texts. It was found that under no conditions did typographical cueing increase either the efficiency or the effectiveness of the texts. Author
Original contains color plates: All DDC re productions will be in black and white. Original may be seen in DDC Headquarters.