Overt responding in computer-based training

Kenneth Silverman, Ogden R. Lindsley, Kathy L. Porter

Research output: Contribution to journalArticlepeer-review

Abstract

This experiment compared the extent to which students learned facts included in computer-based-training frames that required an overt response to those that did not. Frames included two types of facts: Some facts had one word missing which had to be supplied by the student (active facts). Other facts had no missing words and required no overt response (passive facts). Each student completed four 14-fact modules in random order. Two of the modules contained frames with all active facts. Each frame in the other two modules contained one active and six passive facts. Paper pretests and posttests showed that students learned twice as many facts when all facts in the module were active than when only one in seven were active. The modules that included passive facts required one-fifth the time to complete than those with only active facts. Students learned more facts per minute of training in one of the two modules that included passive facts than in the two modules with only active facts.

Original languageEnglish (US)
Pages (from-to)373-384
Number of pages12
JournalCurrent Psychology
Volume9
Issue number4
DOIs
StatePublished - Dec 1 1990

ASJC Scopus subject areas

  • Psychology(all)

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