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ERIC Number: ED094752
Record Type: Non-Journal
Publication Date: 1968-Apr
Pages: 75
Abstractor: N/A
Reference Count: N/A
The Application of Theoretical Factors in Teaching Problem Solving by Programed Instruction. HumRRO-TR-68-4.
Seidel, Robert J.; Hunter, Harold G.
In continuing research into the technology of training, a study was undertaken to devise guidelines for applying programed instruction to training courses that involve the learning of principles and rules for use in problem solving. As a research vehicle, a portion of the material in the Army's Programing Specialist Course was programed to explore several different factors in using automated instruction to teach computer programing. Experimental versions of the course were administered to over 900 subjects in various experimental groups. Criterion and retention tests based on actual job problems were used to measure subject's performance, along with in-training measures. Results in a series of prompting/confirmation variations indicated that giving subjects extensive stimulus support during training helps motivate them and improves scores during training, but hampers them in using what they have learned. Requiring subjects to fully write out rules during training hindered them in developing problem-solving skills applying these rules; however, using mnemonics during training aided subjects in retaining what they had learned. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of the Chief of Research and Development (Army), Washington, DC.
Authoring Institution: Human Resources Research Organization, Alexandria, VA.