A New Device for Use in Teaching, Testing and Research in Learning

Peterson, Joseph

doi:10.2307/3624611

Cited by 12 publications

(4 citation statements)

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“…Since Pressey (1926) introduced his teaching machine, other devices that provide immediate, answer-until-correct feedback have appeared in many different forms, including chemically treated answer sheets (Peterson, 1930), punch-boards (Angell & Troyer, 1948), and modified memory drums (Stephens, 1960). Most recently, answer-until-correct feedback has been implemented in a commercial product called the Immediate Feedback Assessment Technique (IF-AT; www.epsteineducation.com).…”

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The effect of type and timing of feedback on learning from multiple-choice tests.

Butler¹,

Karpicke²,

Roediger³

2007

Journal of Experimental Psychology: Applied

241

235

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Two experiments investigated how the type and timing of feedback influence learning from a multiple-choice test. First, participants read 12 prose passages, which covered various general knowledge topics (e.g., The Sun) and ranged between 280 and 300 words in length. Next, they took an initial six-alternative, multiple-choice test on information contained in the passages. Feedback was given immediately for some of the multiple-choice items or after delay for other items. Participants were either shown the correct answer as feedback (standard feedback) or were allowed to keep answering until the correct answer was discovered (answer-until-correct feedback). Learning from the test was assessed on a delayed cued-recall test. The results indicated that delayed feedback led to superior final test performance relative to immediate feedback. However, type of feedback did not matter: discovering the correct answer through answer-until-correct feedback produced equivalent performance relative to standard feedback. This research suggests that delaying the presentation of feedback after a test is beneficial to learning because of the spaced presentation of information.

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confidence: 99%

mentioning

confidence: 99%

The effect of type and timing of feedback on learning from multiple-choice tests.

Butler¹,

Karpicke²,

Roediger³

2007

Journal of Experimental Psychology: Applied

241

235

View full text Add to dashboard Cite

show abstract

“…FOOTNOTES 1. Typical of the apparatus designed for this purpose are: punchboards (2,3,8,9,15,16), chemically treated answer sheets (11,12), Pressey's multiple·choice de· vices (10,13,14,15), and other devices which are more complex (6, 16). 2.…”

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Effect of Verbal Feedback of Test Results upon Learning

Wexley

Thornton

1972

The Journal of Educational Research

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“…Revising procedures developed by Peterson (1930) and Stephens (1941), the Response Research Branch, Bureau of the Census, U. S.…”

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PROCEDURES FOR GIVING IMMEDIATE REINFORCEMENT IN PROGRAMMED INSTRUCTION¹

Schutz

Whittemore

1962

J Exper Analysis Behavior

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This paper describes several procedures for using special chemicals or inks to immediately reinforce a response to a multiple-choice stimulus. These procedures are known to be currently available, economically feasible, and administratively practical.The National Cash Register Company (Dayton 9, Ohio) has developed a chemical system for reproducing data on subsequent sheets without carbon paper. The paper, trademarked NCR (No-Carbon-Required) Paper, makes use of a reaction between two different chemical coatings applied to it. Conventionally, the underside of a sheet is coated with one chemical and the top side of a second sheet is coated with another chemical. Any writing or typing on the first sheet presses the two chemical coatings together, so that the information inscribed on the first sheet is reproduced on the second sheet. Copy can be restricted from transcribing on certain areas of the second form ("incorrect" answer spaces) through the use of a desensitizing ink.

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A New Device for Use in Teaching, Testing and Research in Learning

Cited by 12 publications

References 0 publications

The effect of type and timing of feedback on learning from multiple-choice tests.

The effect of type and timing of feedback on learning from multiple-choice tests.

Effect of Verbal Feedback of Test Results upon Learning

PROCEDURES FOR GIVING IMMEDIATE REINFORCEMENT IN PROGRAMMED INSTRUCTION¹

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A New Device for Use in Teaching, Testing and Research in Learning

Cited by 12 publications

References 0 publications

The effect of type and timing of feedback on learning from multiple-choice tests.

The effect of type and timing of feedback on learning from multiple-choice tests.

Effect of Verbal Feedback of Test Results upon Learning

PROCEDURES FOR GIVING IMMEDIATE REINFORCEMENT IN PROGRAMMED INSTRUCTION1

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PROCEDURES FOR GIVING IMMEDIATE REINFORCEMENT IN PROGRAMMED INSTRUCTION¹