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ERIC Number: ED014880
Record Type: RIE
Publication Date: 1960-Dec
Pages: 88
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
AN INVESTIGATION OF "TEACHING MACHINE" VARIABLES USING LEARNING PROGRAMS IN SYMBOLIC LOGIC.
EVANS, JAMES LEE; AND OTHERS
PURPOSES OF THIS STUDY WERE TO EXPLORE THE FEASIBILITY OF SYMBOLIC LOGIC AS AN EXPERIMENTAL TASK TO BE PRESENTED USING PROGRAMED INSTRUCTION ON TEACHING MACHINES, TO DEVELOP A STANDARD PROGRAM AND RELIABLE CRITERION MEASURES OF ITS CONTENT, AND TO INVESTIGATE EFFECTS OF RESPONSE MODE, FEEDBACK, AND PROGRAM CONSTRUCTION ON LEARNING RATE AND ON IMMEDIATE AND DELAYED PERFORMANCE MEASURES. 6 EXPERIMENTAL GROUPS OF 10 COLLEGE STUDENTS EACH LEARNED TO CONSTRUCT LOGICAL PROOFS. 2 GROUPS USED A FORMALIZED ("RULEG") PROGRAM AND CONSTRUCTED THEIR RESPONSES TO EACH ITEM. FOR THE OTHER 4 GROUPS, WHO USED A LESS SYSTEMATIC PROGRAM, RESPONSE MODES WERE--CONSTRUCTED WITH, AND WITHOUT, IMMEDIATE FEEDBACK, MULTIPLE CHOICE, AND COVERT WITH THE CORRECT ANSWER VISIBLE FOR EACH ITEM. 3 IMMEDIATE POST-TESTS WERE GIVEN AND REPEATED AFTER ONE WEEK TO MEASURE LEARNING TIME, TESTING TIME, AND NUMBER OF ERRORS ON THE TESTS. RESULTS FOLLOW. RESPONSE MODE SIGNIFICANTLY AFFECTED LEARNING TIME AND TESTING TIME ON IMMEDIATE POST-TESTS ONLY, BUT NOT ERROR SCORES. THE RULEG PROGRAM PRODUCED, IN LESS LEARNING TIME, PERFORMANCE COMPARABLE WITH THAT OF A LESS SYSTEMATIC PROGRAM. DIFFERENTIAL RETENTION EFFECTS WERE OBSERVED AS A FUNCTION OF TYPE OF TEST. IT WAS CONCLUDED THAT THE RELEVANCE OF RESPONSE MODE AND IMMEDIACY OF FEEDBACK IS INVERSELY RELATED TO THE PROBABILITY OF CORRECT RESPONDING. (LH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Pittsburgh Univ., PA.
Identifiers: N/A