Literaturnachweis - Detailanzeige
| Autor/inn/en | Abramson, Theodore; Kagen, Edward |
|---|---|
| Titel | Effects of Experimentally Induced Familiarization of Content and Different Response Modes on Achievement from Programmed Instruction. |
| Quelle | (1974), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Achievement; Course Content; Graduate Students; Individual Differences; Learning; Learning Experience; Programed Instruction; Responses; Retention (Psychology); Sex Differences; Time Factors (Learning) |
| Abstract | This study investigated attribute by treatment interactions between prior familiarity and response mode to programmed materials for college level subjects by manipulating subjects' familiarity. The programs were a revised version of Diagnosis of Myocardial Infraction in standard format and in a reading version. Materials to familiarize subjects with the technical vocabulary and electrocardiogram tracings were developed. The critical measures were the scores attained on the verbal and technical post-test and the delayed post-test. The data, analyzed using multiple linear regression, yielded significant response mode by familiarity interactions on three of the four criteria. Theoretical and practical implications are discussed. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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