Control of Student Mediating Processes During Verbal Learning and Instruction

Anderson, Richard C.

doi:10.3102/00346543040003349

Cited by 126 publications

(45 citation statements)

References 56 publications

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“…This reasoning is supported by no-difference studies in which the feedback groups make consistently fewer errors (Krumboltz & Weisman, 1962;Moore & Smith, 1964;Rosenstock, Moore, & Smith, 1965), and take far less time than their no-feedback counterparts to complete the instruction (Lublin, 1965;Moore & Smith, 1964). One way in which students make few errors, take minimum time, and learn little is to copy answers instead of reading text (cf., Anderson, 1970;Kulhavy & Yekovich, in press). Alternately, subjects in a no-feedback condition do not have access to correct answers, and are forced to read the material in order to make a feasible response.…”

Section: Availability Of Feedbackmentioning

confidence: 96%

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Feedback in Written Instruction

Kulhavy

1977

Review of Educational Research

391

165

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Section: Availability Of Feedbackmentioning

confidence: 96%

“…This prescription leads to the seasoned notion that feedback on errors acts primarily as a correcting agent (cf. Anderson, 1967Anderson, , 1970Annet, 1964). Here, feedback fulfills the requirement that the processing system have some way of identifying error responses.…”

Section: Incorrect Answersmentioning

confidence: 96%

Feedback in Written Instruction

Kulhavy

1977

Review of Educational Research

391

165

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“…Anderson (1970) suggested that "ask question then designate student" may be better than "designate first and then ask question," the reason being that students not designatedmay not attempt to formulate the answer or even pay attention. Anderson cited Morsh's (1956) study to support his suggestion.…”

Section: II Nomentioning

confidence: 99%

Instructional uses of the olin experimental classroom

Kumar¹,

Rogers

1976

SIGCSE Bull.

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The Olin Experimental Classroom at Case Western Reserve University provides a laboratory-like environment in which instructors can assess the results of trying out different teaching methods, techniques, etc. From a hasty look at three of the essential hardware components of this facility as shown in Figure 1 - keyset response units for each student, a process-control computer which scans the response units, and a display for the instructor - one could easily conclude that the Olin Experimental Classroom is simply another “student response system” or “wired classroom”. In fact, the differences between the traditional student response systems and the Olin Experimental Classroom begin with the very purposes for which these facilities are intended, and the differences extend to every aspect of t h e i r respective operation.

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“…Early machine-based instruction, Programmed Instruction (PI), established the value of self-pacing, requiring frequent responding to questions about the content (interactivity), and feedback (e.g., Anderson, 1970;Holland, 1960;Holland, 1967;Skinner, 1958). Interactivity was structured in different ways.…”

Section: Introductionmentioning

confidence: 99%