Literaturnachweis - Detailanzeige
| Autor/in | Black, Harvey B. |
|---|---|
| Institution | Indiana Univ., Bloomington. Audio-Visual Center. |
| Titel | Effectiveness of the Observing Response With Programed Pictorial Stimuli as a Function of Interstimulus Interval, Overtness and Correctness of Response. Final Report. |
| Quelle | (1968), (99 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Intermode Differences; Learning Theories; Paired Associate Learning; Perceptual Motor Learning; Pictorial Stimuli; Programed Instruction; Redundancy; Responses; Time Factors (Learning) |
| Abstract | The comparative efficacy of overt and non-overt practice responses in programed instruction was investigated under a variety of practice and test conditions using a paired associate learning task. Proponents of operant learning models have consistently questioned the relative effectiveness of passive viewing in programed instruction. An alternative position maintains that programed learning primarily involves the selection of responses from well established repertoires. Overt practice responses under such conditions are redundant if not disruptive. Differential practice effects were considered in a series of experiments requiring the association of keyboard responses to single letter stimulus displays presented on a viewing console. Overt practice responses were found to have an essentially neutral effect upon paired associate learning. An interference effect was noted when the temporal interval between successive stimuli was minimal. The extension of unfilled interstimulus and intertrial intervals was found to have a strong positive effect on response acquisition and to warrant further parametric research. Non-overt practice effects were discussed in terms of existent contiguity and hypothesis selection theories none of which adequately accounted for all the findings. (SS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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