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ERIC Number: ED036858
Record Type: RIE
Publication Date: 1969-Aug
Pages: 32
Abstractor: N/A
Reference Count: 0
Response Latency as a Function of Training Method, Information Level, Acquisition, and Overlearning. Learning Research and Development Center Reprint Number 52.
Judd, Wilson A.; Glaser, Robert.
Response latency was studied as a measure of associative strength or degree of learning and possible basis for instructional decision making in computer-assisted instruction. Latency was investigated in a paired-associate task as a function of training procedure and information transmission requirements during acquisition and overlearning. The magnitude and variability of latency measurements were independent of training during acquisition, but both were reduced by the recall paradigm during overlearning. Latency was a function of number of response alternatives during acquisition and overlearning. During acquisition, prior to the trial of last error (TLE), latency remained constant and did not differ between correct and incorrect responses. There was a substantial drop in latency following TLE. Latency, as a rote verbal task, may be a sensitive measure of strength of learning during the overlearning phase, but not during initial learning. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.