ERIC Number: ED024267
Record Type: Non-Journal
Publication Date: 1967-Dec
Reference Count: N/A
Computer-Based Instruction: Psychological Aspects and Systems Conception of Instruction.
Stolurow, Lawrence M.
A computer-based instructional (CBI) system was developed following a conceptualization of the teaching-learning process and was used to conduct research relating to an idiographic model of tutorial instruction and to investigate basic variables in learning and transfer. To adapt teaching modes to individual learners, the CBI system (acronym: SOCRATES) stores a learner's responses, aptitude, achievement, and personality measures in addition to minimum final proficiency level required and maximum available time. The pre-tutorial decision is a strategy fitted to the individual that meets stated teaching objectives. The program decision adjusts teaching strategies to response characteristics demonstrated by a learner. Applying SOCRATES to hierarchical concept teaching, it was found that a required mastery of each part in sequence does not have a facilitating effect on concept acquisition when an opportunity to review is available. The introduction of social reinforcers in SOCRATES' program was shown to have a positive effect on learning particularly when fitted to personality variables of a learner. SOCRATES also functioned as a cross-cultural sensitizer through instruction in semantic and behavioral differentials and as an AUTHOR program, developing instructional material for an exemplary learner with a reading disability. (SS)
Descriptors: Branching, Computer Assisted Instruction, Concept Teaching, Cross Cultural Training, Learning Processes, Programed Instruction, Programed Tutoring, Programing, Psychological Characteristics, Reinforcement, Remedial Instruction, Sequential Approach, Systems Approach, Teaching Methods
Clearinghouse for Federal Scientific & Technical Information, Springfield, Va. 22151 (AD-669 287, MF $.65, HC $3.00).
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Naval Research, Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.