ERIC Number: ED035304
Record Type: RIE
Publication Date: 1964
Reference Count: N/A
Response Contingencies in Teaching-Machine Programs. Reprint Number 2.
Holland, James G.
The Journal of Programed Instruction, v3 1964
While a low error rate is considered desirable in programed instruction, it does not necessarily indicate an adequate program since the answer may be highly cued in ways unrelated to the major content of the items. A 377-item section of a psychology program was altered by choosing different words or phrases to leave blank for the subject to supply. One version had highly cued answers which were largely unrelated to the major content of the item. A second version had answers which were highly related to critical content but were undetermined, resulting in a high error rate. These two experimental modifications resulted in poorer posttest performance than the normal program in which the error rate was fairly low but the correct answers could be reached only by mastering the material in the item. Only the normal program was superior to reading completed statements which required no response. A brief list of references is given. (Author/JY)
Descriptors: Cues, Educational Research, Experimental Programs, Intermode Differences, Program Evaluation, Programed Instruction, Programing, Programing Problems, Prompting, Responses
University of Pittsburgh, Learning Research and Development Center, 160 N. Craig St., Pittsburgh, Penna. 15213 ($.50)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.