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The Relationships Between Expectancy and Performance in a Computer-Assisted Instructional Task.

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Bibliographic Details
Title: The Relationships Between Expectancy and Performance in a Computer-Assisted Instructional Task.
Authors: Stanford, George, Texas Univ., Austin. Computer-Assisted Instruction Lab.
Peer Reviewed: N
Page Count: 41
Publication Date: 1971
Sponsoring Agency: National Science Foundation, Washington, DC.
Descriptors: Computer Assisted Instruction, Educational Experiments, Educational Psychology, Educational Research, Expectation, Pacing, Performance Criteria, Performance Factors, Programed Instruction, Task Performance, Transfer of Training
Abstract: The relationship between expectancy and performance in a self-paced computer-assisted instruction (CAI) program is explored in this study. The hypotheses developed were that the subjects with high expectancy would perform better and require less instruction, set higher performance criteria for themselves, and have higher expectancy on a transfer task than subjects with low expectancies. The results of the experiment rejected all three hypotheses; the author suspected that dissonance feedback was the cause. Further investigation, however, revealed that the dissonance was not related to a significant difference in performance changes in the same subject. The author concluded that the study demonstrated that dissonance is more likely to lead to changes in expectancies than to changes in performance. (MC)
Entry Date: 1973
Accession Number: ED073614
Database: ERIC
Description
Abstract:The relationship between expectancy and performance in a self-paced computer-assisted instruction (CAI) program is explored in this study. The hypotheses developed were that the subjects with high expectancy would perform better and require less instruction, set higher performance criteria for themselves, and have higher expectancy on a transfer task than subjects with low expectancies. The results of the experiment rejected all three hypotheses; the author suspected that dissonance feedback was the cause. Further investigation, however, revealed that the dissonance was not related to a significant difference in performance changes in the same subject. The author concluded that the study demonstrated that dissonance is more likely to lead to changes in expectancies than to changes in performance. (MC)