The Relationships Between Expectancy and Performance in a Computer-Assisted Instructional Task.
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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED073614 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED073614 AccessLevel: 3 PubTypeId: unknown PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Relationships Between Expectancy and Performance in a Computer-Assisted Instructional Task. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Stanford%2C+George%22">Stanford, George</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: 41 – Name: DatePubCY Label: Publication Date Group: Date Data: 1971 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation, Washington, DC. – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experiments%22">Educational Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Psychology%22">Educational Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Pacing%22">Pacing</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Criteria%22">Performance Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Programed+Instruction%22">Programed Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Performance%22">Task Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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) – Name: DateEntry Label: Entry Date Group: Date Data: 1973 – Name: AN Label: Accession Number Group: ID Data: ED073614 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED073614 |
| RecordInfo | BibRecord: BibEntity: PhysicalDescription: Pagination: PageCount: 41 Subjects: – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Educational Experiments Type: general – SubjectFull: Educational Psychology Type: general – SubjectFull: Educational Research Type: general – SubjectFull: Expectation Type: general – SubjectFull: Pacing Type: general – SubjectFull: Performance Criteria Type: general – SubjectFull: Performance Factors Type: general – SubjectFull: Programed Instruction Type: general – SubjectFull: Task Performance Type: general – SubjectFull: Transfer of Training Type: general Titles: – TitleFull: The Relationships Between Expectancy and Performance in a Computer-Assisted Instructional Task. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Texas Univ., Austin. Computer-Assisted Instruction Lab. – PersonEntity: Name: NameFull: Stanford, George IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 1971 |
| ResultId | 1 |
