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Royer, Paula Nassif – 1976
The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used…
Descriptors: Audiotape Recordings, Behavioral Objectives, Educational Research, Incidental Learning
Frayer, Dorothy A.; Klausmeier, Herbert J. – 1971
A series of papers will be written to review in a comprehensive fashion the literature related to 3 categories of variables in concept learning: task variables, stimulus variables, and learner variables. This paper, the first of the series, focuses on task variables. Research dealing with instructions, temporal factors, and feedback is critically…
Descriptors: Concept Formation, Feedback, Incidental Learning, Intentional Learning
Morse, Jean A.; Tillman, Murray H. – 1972
Fifty-two college students, enrolled in an introductory psychology course, served as subjects for this study, the purposes of which were: (1) to determine whether supplying subjects with a list of behavioral objectives causes them to focus their learning efforts on the specified behaviors to the extent that attention to non-specified behaviors is…
Descriptors: Behavioral Objectives, Education, Educational Objectives, Instruction
Peer reviewed Peer reviewed
Melton, Reginald F. – Review of Educational Research, 1978
Behavioral objectives should be regarded as one of several tools available to educators. Research should be directed toward determining their advantages and limitations, as well as the conditions under which they can be used more effectively. Conditions vary depending upon student awareness of and interest in stated objectives; clarity,…
Descriptors: Advance Organizers, Behavioral Objectives, Educational Objectives, Incidental Learning
Dickinson, John – Research Quarterly, 1978
The results suggest that coding for storage in the short-term memory is effective when learning occurs under incidental conditions; however, long-term storage appears to be significantly affected by the intention to learn and the foreknowledge of a recall test. (MM)
Descriptors: Incidental Learning, Intentional Learning, Learning, Learning Motivation