RESPONSE MODE, PACING, AND MOTIVATIONAL EFFECTS IN TEACHING MACHINES
Abstract
Three experiments were performed to study the effects of response mode; one experiment was done to study pacing and one experiment dealt with the motivational effects of teaching machines. The first three experiments indicated that requiring the student to make an overt response does not facilitate programmed learning, nor is the constructing of a response, whether it be overt or covert, necessarily advantageous. The fourth experiment indicated that pacing will not impair performance if care is taken to insure optimal pacing rates. The fifth experiment gave no evidence of motivational effects in teaching machines: programmed textbooks were as effective as teaching machines. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Jun 16, 1961
- Accession Number
- AD0262779
Entities
People
- Millicent Alter
- Robert E. Silverman
Organizations
- New York University