PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT.
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| Title: | PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT. |
|---|---|
| Authors: | TWELKER, PAUL A., Oregon State System of Higher Education, Monmouth. Teaching Research Div. |
| Peer Reviewed: | N |
| Page Count: | 74 |
| Publication Date: | 1966 |
| Descriptors: | Learning Theories, Prompting, Reinforcement, Stimulus Devices, Student Reaction, Transfer of Training |
| Geographic Terms: | Oregon |
| Abstract: | STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD PROMPTS), WOULD TAKE FEWER TRAILS TO LEARN AND SCORE HIGHER ON A TRANSFER TEST THAN LEARNERS WHO ARE NOT GIVEN THESE PROMPTS. MATCHED GROUPS OF JUNIOR-LEVEL COLLEGE STUDENTS WERE USED TO STUDY THE TWO TYPES OF PROMPTS, AND A PRETEST WAS USED AS THE CONTROL VARIABLE. THE POST-TEST WAS ADMINISTERED AS A TEST OF TRANSFER FROM PREVIOUS INSTRUCTIONAL SEQUENCES, AND VARIOUS MEASURES OF LEARNING RATE, TRANSFER, AND AFFECTIVITY WERE OBTAINED. THE HYPOTHESES OF THE STUDY WAS NOT SUPPORTED BY THE RESULTS. THE PRESENTATION OF CLASSIFICATION PROMPTS HAD NO MEASURABLE EFFECT ON LEARNING OR TRANSFER. THE STANDARD PROMPTS MADE LEARNING MORE EFFICIENT IN NUMBER OF SESSIONS REQUIRED FOR LEARNING AND IN AIDING THE ADEQUACY OF THE SUBJECT'S FIRST RESPONSE IN TRAINING ON EACH PROBLEM ADMINISTERED. THE EFFECTS OF THESE LATTER PROMPTS, HOWEVER, WERE NOT CONSISTENT IN AFFECTING ABILITY TO RESPOND TO TRANSFER TASKS. (JH) |
| Entry Date: | 1967 |
| Accession Number: | ED010199 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED010199 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED010199 AccessLevel: 3 PubTypeId: unknown PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22TWELKER%2C+PAUL+A%2E%22">TWELKER, PAUL A.</searchLink><br /><searchLink fieldCode="AR" term="%22Oregon+State+System+of+Higher+Education%2C+Monmouth%2E+Teaching+Research+Div%2E%22">Oregon State System of Higher Education, Monmouth. Teaching Research Div.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 74 – Name: DatePubCY Label: Publication Date Group: Date Data: 1966 – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Reinforcement%22">Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Stimulus+Devices%22">Stimulus Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Reaction%22">Student Reaction</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: STUDENT PROMPTING WAS INVESTIGATED AS A MEANS OF ENHANCING LEARNING EFFICACY. IT WAS HYPOTHESIZED THAT BOTH (1) LEARNERS WHO ARE GIVEN GENERAL INFORMATION WHICH IDENTIFIED THE TYPE OF PROBLEM TO WHICH A RESPONSE IS REQUIRED (CLASSIFICATION PROMPTS) AND (2) LEARNERS WHO ARE GIVEN INFORMATION THAT HELPS IDENTIFY APPROPRIATE RESPONSES (STANDARD PROMPTS), WOULD TAKE FEWER TRAILS TO LEARN AND SCORE HIGHER ON A TRANSFER TEST THAN LEARNERS WHO ARE NOT GIVEN THESE PROMPTS. MATCHED GROUPS OF JUNIOR-LEVEL COLLEGE STUDENTS WERE USED TO STUDY THE TWO TYPES OF PROMPTS, AND A PRETEST WAS USED AS THE CONTROL VARIABLE. THE POST-TEST WAS ADMINISTERED AS A TEST OF TRANSFER FROM PREVIOUS INSTRUCTIONAL SEQUENCES, AND VARIOUS MEASURES OF LEARNING RATE, TRANSFER, AND AFFECTIVITY WERE OBTAINED. THE HYPOTHESES OF THE STUDY WAS NOT SUPPORTED BY THE RESULTS. THE PRESENTATION OF CLASSIFICATION PROMPTS HAD NO MEASURABLE EFFECT ON LEARNING OR TRANSFER. THE STANDARD PROMPTS MADE LEARNING MORE EFFICIENT IN NUMBER OF SESSIONS REQUIRED FOR LEARNING AND IN AIDING THE ADEQUACY OF THE SUBJECT'S FIRST RESPONSE IN TRAINING ON EACH PROBLEM ADMINISTERED. THE EFFECTS OF THESE LATTER PROMPTS, HOWEVER, WERE NOT CONSISTENT IN AFFECTING ABILITY TO RESPOND TO TRANSFER TASKS. (JH) – Name: DateEntry Label: Entry Date Group: Date Data: 1967 – Name: AN Label: Accession Number Group: ID Data: ED010199 |
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| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 74 Subjects: – SubjectFull: Learning Theories Type: general – SubjectFull: Prompting Type: general – SubjectFull: Reinforcement Type: general – SubjectFull: Stimulus Devices Type: general – SubjectFull: Student Reaction Type: general – SubjectFull: Transfer of Training Type: general – SubjectFull: Oregon Type: general Titles: – TitleFull: PROMPTING AS AN INSTRUCTIONAL VARIABLE IN CLASSROOM SIMULATION, FINAL REPORT. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Oregon State System of Higher Education, Monmouth. Teaching Research Div. – PersonEntity: Name: NameFull: TWELKER, PAUL A. IsPartOfRelationships: – BibEntity: Dates: – D: 30 M: 04 Type: published Y: 1966 |
| ResultId | 1 |
