STUDIES RELATED TO COMPUTER-ASSISTED INSTRUCTION.
Abstract
The parameters and concomitants of response latency in a drill and practice task were investigated. It was found that variability in latency measures could be reduced by the use of self-pacing procedures but not by the detailed analysis of latency into separate components. Preliminary results on the relationship between latency during overlearning and retention showed a tendency for well-retained items to have shorter latencies than those poorly retained. A series of experiments was carried out on instructional history variables in teaching a mirror-image, oblique line discrimination. Techniques of stimulus fading and feedback conditions indicated that stimulus control was difficult to obtain. Increased success was attained when procedures were changed from simultaneous to successive stimulus presentations, and when the inter-trial interval was decreased. A computer-assisted laboratory in statistical inference was evaluated to determine its effect on mastery of statistical concepts and on attitudes toward the computer. In general, working on a computer terminal was reflected by positive attitudinal shifts toward computers. A preliminary programming language (SKOOLBOL-I) used for carrying out psychological experimentation was evaluated and modified; basic design work on a second-generation language was initiated for experimental work. In a separate project, an analysis was completed of instructional strategies in terms of automata theory and linguistic models. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- May 01, 1969
- Accession Number
- AD0690599
Entities
People
- Robert Glaser
Organizations
- University of Pittsburgh