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THE RELATION OF POSTTEST PERFORMANCE TO RESPONSE-CONTINGENCIES IN PROGRAMMED INSTRUCTION
HARVARD UNIV CAMBRIDGE MA
Two programs, containing fictitious subject matter, were employed in a study designed to compare the teaching effectiveness as measured by posttest of textual material presented 1 as contingencies for responses in a program, or 2 as material upon which responses were not contingent. The content of the programs was identical, and they differed only in that material whose reading was necessary for correct responding in one program was not necessary for correct responding in the other and vice versa. The posttest was the same for all subjects. Half of the posttest related to material which was responsecontingent in one of the programs, and the other half related to material which was response-contingent in the other program. Results indicate that response contingent material leads to higher posttest scores than the same material when it is not necessary for correct responding within the program. The probability of information being acquired from a program is increased when this information is response-contingent.
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