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Peer reviewed Peer reviewed
ERIC Number: EJ203994
Record Type: CIJE
Publication Date: 1979-Apr
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effects of Prefamiliarity and Instructional Support on Immediate Acquisition.
Nelson, Barbara
Contemporary Educational Psychology, v4 n2 p114-20 Apr 1979
This study investigated pre-test scores and number of items correctly answered on a programed lesson as predictors of post-test scores. Students studied either an expository lesson, a programed lesson with minimal instructional support, or a programed lesson with maximal instructional support. Results did not support an aptitude-treatment interaction approach. (Author/RD)
Descriptors: Academic Ability, Academic Achievement, Academic Aptitude, Aptitude Treatment Interaction, Experiential Learning, Higher Education, Instructional Programs, Knowledge Level, Learning, Pretesting, Pretests Posttests, Programed Instruction, Student Characteristics, Technical Reports
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A