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ERIC Number: ED308845
Record Type: Non-Journal
Publication Date: 1989-Feb
Pages: 18
Abstractor: N/A
Reference Count: N/A
The Effects of MCBI Program Embedded Cognitive Strategies for Performance on Verbal and Visual Testing.
Taylor, William; And Others
While much of microcomputer-based instruction (MCBI) is oriented to provide self-paced instruction to adjust for individual differences, there is some indication from cognitive theory that self-pacing may not be the best approach to improving learning. In addition, research in the area of cognitive imagery mediation has indicated that imagery learning strategies--based on imagery mediation--tend to significantly improve learning and later recall over the learner's own basic memory strategies. The present MCBI research--which instructed learners on the parts and operations of the human heart--evaluated two program-embedded learning strategies (the imagery cue strategy and the attention directing strategy) under three instructional conditions: externally paced (EP); externally paced plus imagery cue strategy; and externally paced plus attention directing strategy. Seventy-eight undergraduates in the College of Education at Ohio State University were given one of two sets of tests, visual or verbal, each to test such tasks as list learning, cued-recall task with visual or verbal orientation, simple concept learning, complex concept learning, and visual or verbal problem task with free recall. Data were analyzed using an analysis of variance procedure with repeated measures. Findings indicated that subjects without the learning strategies (the EP group) did not perform as well on visual as on verbal testing, and that the performance of the image cue and attention directing strategy groups was slightly improved on both verbal and visual testing. However, the EP group performed well on the verbal testing and slightly better than the strategy groups. (14 references) (CGD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A