| Abstract: | Conducted a project with 27 undergraduate Ss dealing with review preparation for the general aptitude portions of the Graduate Record Examination. A linear teaching machine programed with quantitative and verbal problems was employed. The Ss were randomly assigned to 4 conditions: (a) continuous self-monitoring, (b) intermittent self-monitoring, (c) performance feedback, and (d) control. Self-monitoring Ss were instructed to record their progress by pressing a counter on either a continuous or intermittent schedule following correct answers. Performance-feedback Ss received information on the accuracy of their responding but were not given the opportunity to self-monitor. Control Ss received neither self-monitoring instructions nor performance feedback. Results show that self-monitoring Ss remained for significantly longer review sessions and that this effect was more pronounced under the continuous rather than the intermittent schedule. Self-monitoring Ss also displayed significantly better accuracy on quantitative problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
