SHAPING FASTER QUESTION ANSWERING.
Abstract
In laboratory experiments, conducted with 12 college student Ss who completed programed lessons at a teaching machine during twice-per-week sessions, Ss were automatically scored separately for correctness and for speed of correct answering; their points were later of monetary value to Ss who continued for the month of experimentation. Ss operated the lettered key corresponding to the first letter of the last word of their answer. Readand-answer times, obtained in a previous study, were considered in establishing circuits for scoring the speed of each correct answer in relation to individual frames of material. Answers scored as fast were followed by circuit changes which allowed proportionately less time for a next correct response to be scored as fast. Typically, failures to obtain scores relaxed scoring standards. Scoring for speed occurred during half of each of the two (at least) lesson presentations, according to a counterbalanced design. Cumulative records indicated Ss' gross performance, correct answers, speed scores, and equipment function. Printing-counter records indicated each read-and answer time in seconds. The last 10 of these times during the experimental treatment (scoring for speed) were subtracted from the last 10 during control to obtain criterion measures. To a statistically reliable degree, Ss who were instructed in the basis for scores answered questions faster during the scored-for-speed portion of lessons, particularly characteristically slower Ss during initial presentations of lessons which began with relaxed scoring standards and reset to these following a failure. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Jun 01, 1965
- Accession Number
- AD0616915
Entities
People
- Lloyd O. Brooks
Organizations
- American Institutes for Research