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An Investigation of Cognitive Abilities, State Anxiety, and Performance in a CAI Task Under Conditions of No Feedback, Feedback, and Learner Control. Technical Report Number 16.

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Title: An Investigation of Cognitive Abilities, State Anxiety, and Performance in a CAI Task Under Conditions of No Feedback, Feedback, and Learner Control. Technical Report Number 16.
Authors: Hansen, Joe B., Texas Univ., Austin. Computer-Assisted Instruction Lab.
Peer Reviewed: N
Page Count: 109
Publication Date: 1972
Sponsoring Agency: National Science Foundation, Washington, DC.
Descriptors: Anxiety, Cognitive Ability, Cognitive Processes, Computer Assisted Instruction, Feedback, Independent Study, Instructional Design, Memory, Performance Factors, Task Analysis, Task Performance
Abstract: Ninety-eight undergraduate education majors received a battery of ability tests, measuring general reasoning, associative memory, and trait anxiety and were randomly assigned to three groups--no feedback, feedback, and learner control--for a computer-assisted instruction course on Xenograde systems (an imaginary science). Four state anxiety measures were taken: prior to the course, following the administration of stress instruction, at the mid-point, and at the end. Learner control subjects decreased more in state anxiety than those in the feedback condition, while no-feedback subjects remained high throughout. High anxiety subjects made more errors under the feedback condition than under no feedback. The feedback condition facilitated performance for high reasoning subjects, but impaired performance for low reasoning subjects. (Author/RH)
Journal Code: RIEJUN1973
Entry Date: 1973
Accession Number: ED072634
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED072634
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Investigation of Cognitive Abilities, State Anxiety, and Performance in a CAI Task Under Conditions of No Feedback, Feedback, and Learner Control. Technical Report Number 16.
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  Data: <searchLink fieldCode="AR" term="%22Hansen%2C+Joe+B%2E%22">Hansen, Joe B.</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+Univ%2E%2C+Austin%2E+Computer-Assisted+Instruction+Lab%2E%22">Texas Univ., Austin. Computer-Assisted Instruction Lab.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 109
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1972
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation, Washington, DC.
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback%22">Feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Performance%22">Task Performance</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Ninety-eight undergraduate education majors received a battery of ability tests, measuring general reasoning, associative memory, and trait anxiety and were randomly assigned to three groups--no feedback, feedback, and learner control--for a computer-assisted instruction course on Xenograde systems (an imaginary science). Four state anxiety measures were taken: prior to the course, following the administration of stress instruction, at the mid-point, and at the end. Learner control subjects decreased more in state anxiety than those in the feedback condition, while no-feedback subjects remained high throughout. High anxiety subjects made more errors under the feedback condition than under no feedback. The feedback condition facilitated performance for high reasoning subjects, but impaired performance for low reasoning subjects. (Author/RH)
– Name: CodeSource
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  Label: Entry Date
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  Data: 1973
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  Data: ED072634
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 109
    Subjects:
      – SubjectFull: Anxiety
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Feedback
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Task Performance
        Type: general
    Titles:
      – TitleFull: An Investigation of Cognitive Abilities, State Anxiety, and Performance in a CAI Task Under Conditions of No Feedback, Feedback, and Learner Control. Technical Report Number 16.
        Type: main
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          Name:
            NameFull: Texas Univ., Austin. Computer-Assisted Instruction Lab.
      – PersonEntity:
          Name:
            NameFull: Hansen, Joe B.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 1972
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