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ERIC Number: ED081174
Record Type: RIE
Publication Date: 1973-Mar
Pages: 135
Abstractor: N/A
Reference Count: 0
Learning Difficulty, Transfer, and Retention as Functions of Two Types and Two Levels of Redundancy in a Sequence of Concept Formation Tasks in Mathematics Involving Computer Assistance. Final Report.
Smith, M. Daniel
Research employed two types of redundancy, each having two levels, at each stage of a programed sequence of non-verbal concept learning tasks. One type involved amount of variation and repetition of exemplars; the other, strength of feedback. A researcher presented tasks to 4th, 5th, and 6th graders, simulating a computer graphic display. The stimuli involved two-dimensional vectors, and the subjects' responses were identifications of points in two-space. Responses were input to a computer and feedback provided to subjects, with subsequent graphic demonstration of correct responses. Criteria were: a) number of responses to reach two successive correct answers during learning; b) immediate post-test performance; and c) performance on a delayed post-test. Evaluation noted some minor differences during learning, particularly with respect to response latency. No significant differences were noted on immediate post-tests, but delayed post-test data suggested an optimal level for both types of redundancy and also an interaction effect, which in turn suggests there is an optimal combination of the two types. (Author/PB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: New Hampshire Univ., Durham.