Immediate and delayed effects of imposed postfeedback delays in computerized programmed instruction.
A recent study (Crosbie & Kelly, 1994) showed that brief externally imposed postfeedback delays improved performance in computerized programmed instruction. The present experiment extended that analysis by using shorter sessions, a more powerful single-subject design, and better timing measures, an...
| Publicado en: | Psychological Record Vol. 47; pp. 687 - 699 |
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| Autores principales: | , |
| Formato: | Artículo |
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Psychological Record
Fall97
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507596631&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507596631 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Fall97 vid: 47 pid: 761 pub: Psychological Record artinfo: ui: 507596631 ppf: 687 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: C tig: atl: Immediate and delayed effects of imposed postfeedback delays in computerized programmed instruction. aug: au: Kelly, Glenn Crosbie, John su: Discrimination learning Psychological feedback Programmed instruction Psychology sug: subj: Discrimination learning Psychological feedback Programmed instruction Psychology ab: A recent study (Crosbie & Kelly, 1994) showed that brief externally imposed postfeedback delays improved performance in computerized programmed instruction. The present experiment extended that analysis by using shorter sessions, a more powerful single-subject design, and better timing measures, and by assessing maintenance of training effects. College students completed 40 sets of Holland and Skinner's (1961) programmed text on behavior analysis in a computerized format in a two-component multiple schedule. In the components there was either no postfeedback delay or a 10-s postfeedback delay for each question. On average, delay improved performance by 7% during training, and this advantage was maintained and increased at both posttest (13%) and follow-up (17%). Subjects were satisfied with delay, and session time increased only slightly. Present results show that subjects work faster and more accurately, and have better maintenance when their pace is externally imposed rather than self-selected. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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