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ERIC Number: EJ137048
Record Type: CIJE
Publication Date: 1976
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Achievement-Treatment Interactions in Programmed Instruction
Tobias, Sigmund; Ingber, Tsvi
Journal of Educational Psychology, 68, 1, 43-7, Feb 76
Students were randomly assigned to study an instructional program by constructed responding or by reading. Level of prior attainment was ascertained by pretest scores. Interaction was found between prior achievement and instructional support. Constructed responding was especially beneficial for students with low pretest scores. (BJG)
Publication Type: N/A
Education Level: N/A
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Language: N/A
Sponsor: N/A
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