ERIC Number: ED032780
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Stimulus Approach Tendencies of Learners as a Factor in Instructional Materials Evaluation. Final Report.
Bruha, John J.
The purposes of this study were: (1) to validate capillary pulse pressure as an indicator of affective response, (2) to determine whether teachers and students respond similarly to instructional films, (3) to determine whether positive affective response yields greater cognitive learning, and (4) to determine whether capillary pulse pressure can be used to identify scenes within films which yield negative affective responses. The major instrument of this study was the psychophysical response of the viewer as measured by capillary pulse pressure. Analysis of data showed (1) no dependence between overt and pulse pressure evaluation of students and adults who viewed the films, (2) no dependence between capillary pulse pressure and cognitive learning, and (3) no dependence between student and adult pulse pressure evaluations. It is possible to differentiate amongst scenes as to which will yield the strongest negative response in either group of evaluators. It may be that pulse pressure is not an adequate indicator of anything; or that techniques used for measurement need refining; or that pulse pressure is a response to an as yet undefined stimulus. Further study is in order. Some specific recommendations as to its character are made. Supplements include a bibliography, material used to conduct the tests, and statistical data. (JY)
Descriptors: Affective Behavior, Evaluation Criteria, Evaluation Methods, Film Study, Instructional Films, Instructional Materials, Measurement Instruments, Measurement Techniques, Overt Response, Pictorial Stimuli, Polygraphs, Research Problems, Responses, Student Attitudes, Teacher Attitudes, Visual Stimuli
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: University of Southern California, Los Angeles.
Note: Thesis submitted to the School of Education of the University of Southern California, Los Angeles