ERIC Number: ED034393
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
Stanford Program in Computer-Assisted Instruction for the Period April 1, 1968 to June 30, 1968. Progress Report.
Suppes, Patrick; Van Campen, Joseph
Between April 1, 1968 and June 30, 1968, the Stanford Program in Computer Assisted Instruction was engaged in eight major activities. Graphs show the progress of the Brentwood Mathematics Program's 73 on-line students and the four-state Drill-and-practice Mathematics Program's 3,823 students. The Brentwood Reading Program evidenced that the curriculum accommodated individual differences and that student terminal behavior did not interfere with learning. Extensive testing data show some statistical improvement. Form-class study continues to determine if there is some evidence for the psychological reality of degrees of grammaticalness. Data from the Logic and Algebra Program indicates that students should begin with algebraic rules of inference. The Dial-a-drill Program is testing branching criteria and the relative difficulty of fraction problems. The success of the Elementary Russian Program promises to be statistically significant. No data are available for the Spelling Program. Adaptations for the new PDP-1 System are in process. Coding changes, curriculum revisions and supporting materials are itemized. The activities planned for the next reporting period include all the above except the Brentwood Mathematics Program and the Dial-a-drill Program. (MM)
Descriptors: Basic Reading, Branching, Codification, Computer Assisted Instruction, Dial Access Information Systems, Elementary School Mathematics, Group Behavior, Individual Differences, Individualized Instruction, Individualized Reading, Intensive Language Courses, Mathematical Concepts, Mathematics Instruction, Programed Instructional Materials, Reading Improvement, Reading Instruction, Russian, Second Language Learning, Spelling Instruction, Transformational Generative Grammar
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.