A comparative study of programed and conventional instruction in industry.

"Programed textbooks containing 719 frames were prepared covering the introductory 15 hours of a 16-week course for trainees in a 7070 Data Processing System servicing course. Achievement test scores for six experimental classes (n = 70) who used these programed texts were compared with those of two control classes (n = 42) taught by the lecture-discussion method. Significant gains in achievement and reduction of training time were found for the experimental classes. Student reaction to programed instruction as measured by a questionnaire was found to be favorable." From Psyc Abstracts 36:04:4KC25H. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparative study of conventional instruction and individual programed instruction in the college classroom.

The traditional college classroom teaching method of lecture and assigned readings was compared with an individual programed instructional method utilizing a programed text. 21 pairs of Ss, matched according to sex, age, intelligence test score, and hours of formal training in the biological sciences, were 1st tested upon completion of the physiological portion of an introductory psychology course. They were then retested 6 wk. later. No significant differences were found in performance on Test 1. However, the level of performance on Test 2 was significantly higher for the program-instructed group. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Training time and programed instruction.

The hypothesis was tested that training time can be reduced by means of programed instruction, without loss in training quality. 226 USN and Marine Corps trainees in electronics fundamentals served as Ss. A matched group design was used in which a 31% time saving on the part of the programed instruction group was an integral part of the experiment. On the 2 measures of learning, which followed the instruction, the programed instruction group scored significantly higher (p     

Changes in attitudes of learners when programed instruction is interpolated between two conventional instruction experiences.

5parallel forms of a 26-item Likert-type attitude scale were administered in counterbalanced order to 70 airmen studying radiation detection and 53 airmen studying camera repair. Both courses included several wk. of lecture, a programmed unit, and several more wk. of conventional instruction. Students' attitudes were significantly more favorable during the programed unit in both courses. Changes were considerably more pronounced for the 17 highest ability students. (15 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Programed instruction as a technique for improving spatial visualization.

A 505-item program, using selected concepts of geometry to help condition the classes of behaviors specified as components of visual-spatial functions, was administered to a group of 27 8th-grade pupils; a carefully matched control group, receiving only the pre- and posttests, continued with its regularly scheduled mathematical classwork presented in the conventional manner. Results indicated that Ss receiving the program scored significantly (p     

Teaching machines and programmed instruction: Areas of application.

One of the principal enterprises of publishers and equipment producers is the manufacture and sale of programs and teaching machines. Applications of these educational and training techniques are prevalent in education, special education, industry, and the military. Conflicting results have been obtained both within and among these areas. It is concluded that this lack of concordance is due both to the situation in which the technique is used and various programming technicalities. More control in future research concerning criterion tests, structuring of this situation, control groups, specification of objectives, motivational factors, and theoretical variables is recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automated instruction.

"One of the major differences between the SDC teaching machine and others is the great flexibility that is achieved by using a small, digital computer as the control mechanism for the teaching." An example to illustrate its characteristics is presented. The "most important problem in the teaching machine area is not the design of the machine itself but rather the design of good instructional material. It is felt that not enough research has been done to demonstrate the way in which instructional materials should best be prepared; similarly, there has not been enough research to demonstrate the conditions under which this type of automated education can yield good results." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dependency responses to televised instruction.

This study compared anecdotal responses of 375 college freshmen exemplifying both effective and ineffective instruction in both televised and conventional classroom instruction. Thus, each S gave 4 anecdotes. When treated in the manner of the Flanagan critical incident technique by 4 independent judges, the anecdotes were classified into 2 broad categories: (a) those behaviors describing essentially active initiation by the learner with a focus on self were included in the self-dependent classification, (b) those critical phrases describing essentially passive participation by the learner and focused outside the self were included in the other-dependent classification. The Ss responses to effective conventional classroom instruction were significantly self-dependent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-instructional materials and devices.

"The use of self-instructional programed learning materials in teaching machines and similar devices represents a potential contribution of great importance to American education. But this contribution can be realized only if users have information with which to evaluate self-instructional materials." This statement, prepared jointly by the author organizations, consists of 8 points and is suggested as "interim guidelines." From Psyc Abstracts 36:01:3KC12A. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of step size, response mode and knowledge of results upon achievement in programmed instruction.

This study explored the likelihood that current inconsistencies in findings relating to the programming variables of step size (SS), response mode (RM) and knowledge of results (KR) might stem from the tendency of past research to investigate these variables in isolation from each other. Such an approach fails to make provision for the observation of possible interactions. Accordingly, four levels of KR (O, 50% variable-ratio, 100%, 100% plus incentive), three levels of RM (overt, covert, covert plus random overt) and two levels of SS (large, small) were incorporated into a factorial design. Three intact classrooms were randomly assigned to each of the twenty-four treatment conditions. A linear program with content structured to teach certain concepts pertaining to earth-sun relationships served as the learning task. The treatment combinations were evaluated for their effects upon immediate learning and delayed retention. Immediate learning was maximized by treatments that coupled a small step program with an overt response mode. KR was generally not an important contributor to immediate learning. Analysis of immediate learning data also revealed significant SS×RM and SS×KR interactions. There were no differences, however, among treatments in terms of facilitating delayed retention of content. It was concluded that a reappraisal is required of the pivotal assumption that programmed instruction's effectiveness derives from the explicit provision of KR. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A study of computer-assisted instruction in industrial training.

To test the feasibility of remote computer-assisted instruction as an industrial training technique, 79 newly hired electronic technicians received their required training in basic data-processing principles through programed texts, the standard method used for this presentation. 25 equivalent students received the same training through a keyboard-operated terminal device linked remotely to an IBM 1440 computer system. No significant differences in examination scores were obtained; however, there was a significant saving (approximately 10%) in the time required to complete the course. On an attitude questionnaire administered subsequent to the courses, both groups rated their respective method of instruction as approximately equal to regular classroom techniques in terms of effectiveness and desirability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computerized instruction and the learning process.

Discusses developments in the field of computer assisted instruction (CAI), focusing on the Stanford Project, initiated in 1964 under a grant from the Office of Education to develop and implement a CAI program in initial reading and mathematics. A progress report deals with the reading program with particular reference to the past school year, when for the first time a sizable group of students received a major portion of their daily reading instruction under computer control. The first year's operation must be considered essentially as an extended debugging of both the computer system and the curriculum materials. Nevertheless, some interesting comments can be made on the basis of this experience regarding both the feasibility of CAI and the impact of such instruction on the overall learning process. Parts of the project addressed include the CAI reading curriculum, problems in implementing the curriculum, and some results from the first year of operation with first grade students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Additional notes on the case method of instruction.

Asupplement to the report by Castore and Berrien (see 25:98) which tends to confirm their findings regarding students' feelings toward the case method of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computerized instruction and the learning process: Erratum.

Reports an error in the original article by Richard C. Atkinson (American Psychologist, 1968[Apr]). The last sentence of the first column on page 231 should read as follows: (b) Items for which the correct answer is an adjective are more difficult to comprehend than items in which the correct answer is a noun or verb; similarly, verbs are more difficult than nouns. (The following abstract of this article originally appeared in record 2005-10451-001). Discusses developments in the field of computer assisted instruction (CAI), focusing on the Stanford Project, initiated in 1964 under a grant from the Office of Education to develop and implement a CAI program in initial reading and mathematics. A progress report deals with the reading program with particular reference to the past school year, when for the first time a sizable group of students received a major portion of their daily reading instruction under computer control. The first year's operation must be considered essentially as an extended debugging of both the computer system and the curriculum materials. Nevertheless, some interesting comments can be made on the basis of this experience regarding both the feasibility of CAI and the impact of such instruction on the overall learning process. Parts of the project addressed include the CAI reading curriculum, problems in implementing the curriculum, and some results from the first year of operation with first grade students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instruction begins in the home: Relations between parental instruction and children's self-regulation in the classroom.

The study examined the effectiveness of 3 aspects of parental instruction for predicting children's self-regulation in school. Fathers, mothers, and their children (52 families) were visited in their homes the summer before the child entered 3rd grade. Metacognitive content (task and strategy information), manner of instruction (small steps at an appropriate pace), and emotional support were coded from parents' instructions to their children for a problem-solving task. Children's self-regulatory behaviors in the classroom were assessed the following school year. Two patterns of relations were observed. Manner of instruction predicted children's attention to instructions and help-seeking in the classroom. Metacognitive content of instructions did not predict these aspects of self-regulation. In contrast, metacognitive content of instructions presented in an understandable manner with emotional support predicted children's monitoring and metacognitive talk. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Familiarization of Content and Different Response Modes in Programmed Instruction.

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 Infarction in standard format and in a reading version. Materials to familiarize subjects with the technical vocabulary and electrocardiogram tracings were developed for this study. The critical measures were the scores attained on the verbal and technical posttest and the delayed posttest. The data, analyzed using multiple linear regression, yielded significant response mode by familiarity interactions on three of the four criteria. The sharpening of achievement differences on the delayed posttest is discussed in terms of Ausubel's theory of assimilation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of closed-circuit television in university resident instruction.

"It is now obvious that we can link any number of classrooms together, put one or more TV receivers in each, and let one good professor lecture over the television system to multiple groups of students." Experiments "… or demonstrations could be performed and televised… ." Initial cost, installation and maintenance, operation, flexibility and pictures are discussed. "… TV exists as an aid to, and not a replacement for, the instructor… ." Faculties should "… begin now to coolly appraise TV for its strengths and its weaknesses, and to determine in what ways and under what conditions TV can make a contribution to resident university instruction." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of alphabet-letter instruction on young children's word recognition.

This study examined the influence of letter-name instruction on beginning word recognition. Thirty-three preschool children from low-socioeconomic-status families participated in 16 weeks of letter-name or comprehension-focused instruction. After instruction, children's ability to learn 3 types of word spellings was examined: words phonetically spelled with letters children had been taught (e.g., BL for ball), words phonetically spelled with letters children had not been taught, and words with visually distinct letter spellings that were nonphonetic. Children who received letter-name instruction learned words phonetically spelled with letters included in instruction significantly better than other words. Children receiving comprehension instruction performed significantly better on visually distinct word spellings. Results demonstrate the beneficial effects of alphabet-letter instruction on beginning phonetic word recognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An evaluation of the effectiveness of instruction and audience reaction to programming on an educational television station.

"The achievement of students enrolled in elementary psychology and biology television instruction and non-television instruction was compared. No significant differences were found. An audience-reaction survey of Houston televiewers revealed that 75% of the audience watched the station from as often as three times a week to at least once in two weeks. Highly preferred programs included sports, a psychology course, and an international affairs discussion panel. Suggested programs ranked most highly were sports programs, educational films, panel discussion, and children's programs. Least preferred programs were of the classical music type." (PsycINFO Database Record (c) 2010 APA, all rights reserved)