ERIC Number: ED045622
Record Type: RIE
Publication Date: 1970-Nov
Reference Count: 0
Cue Attendance and Hypothesis Generation as Two Procedures of Training for Producing Subjective Response Uncertainity in Teachers.
This experiment studied the extent to which training of two behaviors affects subjective response uncertainity and information seeking. The two behaviors were cue attendance, i.e., analyzing a complex stimulus and identifying its discrete components, and hypotheses generation, i.e., the generation of numerous alternative hypothetical explanations of the nature of a complex stimulus. The subjects, 117 teacher training students, were exposed either to a structured or a random-spliced version of a film in each training condition. A 2 x 2 x 2 factorial design was employed. To this a ninth posttest-only group was added. Results showed that cue-attendance training significantly facilitated later hypothesis-generation behavior as much as direct training. Training for hypothesis generation significantly facilitated later cue-attendance behavior, although not as much as direct training. Both training procedures significantly facilitated information seeking behaviors. In addition, it was found that subjects with high verbal reasoning scores benefited most from hypothesis-generation training in terms of increased information seeking, while low scores profited most from cue attendance training. It was concluded that although a chain of mental processes underlies uncertainity and information seeking, individuals who differ on a relevant aptitude measure emphasize different parts of this chain. (Author/RT).
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.