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ERIC Number: ED130653
Record Type: RIE
Publication Date: 1966-Apr
Pages: 20
Abstractor: N/A
Reference Count: 0
Preview vs. Review in Learning an Imaginary Science. Technical Report No. 9.
Merrill, M. David; Stolurow, Lawrence M.
An experiment testing the effectiveness of various types of programed instruction employed the following format variables: (1) hierarchical summaries presented prior to the problems, (2) summary statements presented after and relevant to each missed problem, and (3) step-by-step problem solving procedures presented after and relevant to each missed problem. Seventy-one male college freshmen were divided into aptitude categories on the basis of SCAT math and verbal scores. Subjects in each aptitude category then were randomly assigned to treatment and control conditions by which they were taught imaginary science skills. Receiving the summary prior to the problem did not cause subjects to take significantly more time than when the summary was not presented, but did increase their number of correct responses during learning and on test questions. Receiving the summary statements following incorrect responses did take subjects more time than not receiving this summary, and did not significantly increase correct responses during learning or on the test. The presentation of a step-by-step solution following each incorrect answer took more time but increased the number of correct responses during learning and on the test. (KB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Training Research Lab.
Note: Paper presented at the American Educational Research Association Annual Meeting (50th, Chicago, Illinois, February 16-19, 1966); Archival document