ERIC Number: ED046249
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Aptitude-Treatment Interactions in Two Studies of Learning from Lecture Instruction.
Berliner, David C.
A study and replication tested whether memory aptitudes interacted with note-taking, paying attention, or responding to test-like events during lecture instruction. Regression analyses were accomplished by means of the single predictor-single criterion case of the modified Johnson-Neyman statistical technique. A disordinal interaction between test-like events and note-taking occurred in both studies. When a subject was low in memory ability, test-like events were recommended over note-taking. It also appeared that at high levels of memory ability note-taking was markedly superior to paying attention but at low levels of memory ability that difference least, and in some analyses paying attention was superior to note-taking. The study and replication demonstrated the robustness of aptitude-treatment interactions, the utility of regression analysis of this type, and some conditions under which test-like events, note-taking, and paying attention are effective student behaviors in lecture instruction. (Author/MF)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Far West Lab. for Educational Research and Development, Berkeley, CA.
Identifiers: Johnson Neyman Technique
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, N.Y., February 1971)