Computer-aided instruction in perceptual identification

Abstract

With the increased use of computerized programmed instruction, it is important to determine which methods will enable the student to benefit most from the computer experience. It has previously been found true in verbal‐learning experiments, and is shown here in regard to perceptual‐learning experiments, that complex procedures such as continual interrogation, overt response, immediate knowledge of results, and presentation of successive items conditional upon past performance have turned out to be less successful than a simpler, more direct, approach—the presentation and observation of paired associates.

Response prompting and response confirmation: A review of recent literature.

“…In another investigation (Swets, Harris, McElroy, & Rudloe, 1966) subjects learned to identify acoustic STs randomly drawn from a population of 3,125 STs, that is, five possible states of five dimensions. A computer-assisted system permitted subjects to select their training mode and change modes when desired.…”

Automated instruction for vigilance training.

“…Annett and Paterson's (19661 conclusion, that the characteristics of the specific task should control the training pro-cedure, is strengthened by this experiment. The suggestion of Swets et al (1966) that S control his own training program also appears sound.…”

“…There is currently no experimental evidence on the use of self-training devices for monitoring tasks. The closest to it are the experiments of Swets, Millman, Fletcher, and Green (1962), Swets, Harris, McElroy, and Rudloe (1966), and Weisz and McElroy (1964), who used computer-aided techniques, including KR, prompting, and others, in the identification of multidimensional aural and visual patterns. They found that Ss trained in accordance with the usually accepted principles oi autoinstruction did not show significantly better results than those given simple stimulus presentations.…”

Chapter VIII: Computer Technology for Teaching and Research on Instruction

“…All of these data can be made available to the teaching logic for individualization of instruction. However, such rich data have not been used by many authors of programs, and perhaps only one study in four shows any advantage for a computer over other modes of presentation of tutorial or drill sequences (Coulson and others, 1962;Gentile, 1967;Melaragno, 1966;Silberman and others, 1961;Swets and others, 1966). Groen and Atkinson (1966) suggested a procedure for discovering optimal strategies for teaching a set of associations or concepts.…”