Harold R. Strang

THE EFFECTS OF IMMEDIATE KNOWLEDGE OF RESULTS AND TASK DEFINITION ON MULTIPLE-CHOICE ANSWERING

The effects of immediate knowledge of results and task definition (test versus experimental exercise) upon answering multiple-choice questions were evaluated in a group of graduate education students. Regarding imme diate ongoing performance, knowledge resulted in a loss of accuracy, and when coupled with defining the task as a test, yielded a lengthening of task completion time. Nervousness in Ss receiving the immediate knowledge was also increased. On a test taken some eight weeks after the administration of the experimental variables, performance of those students having received knowledge on the previous assessment appeared unaffected, while performance of students having been told on the previous assessment that they were completing a no-count ex perimental exercise was significantly depressed. Such findings cast serious doubt on the advisability of using immediate feedback procedures and task labels indiscriminately in assessment applications. SEVERAL RESEARCHERS have reported that immediate item-by-item knowledge of correctness

A Microcomputer-Based Simulation of Classroom Interaction

This article describes a microcomputer-based simulation which was developed to provide elementary teachers-in-training with experiences in realistic instructional interactions (with computer-defined students) before they proceed to classroom encounters with real children. Both the systems hardware base and its functional operations are discussed. Particular attention is directed toward enumerating the types of teacher origin, student participation and teacher consequation that comprise the simulations interactional cycles. Finally, evidence verifying the utility of the simulation and its projected future applications are presented.

Talking with the Computer: A Simulation for Training Basic Teaching Skills.

Abstract During three 13-minute lessons, a group of 61 preservice teachers individually conducted a spelling lesson with 16 computer-defined pupils—pupils who could both emit voice-synthesized replies and visually respond to a teachers comment or touch. Results revealed that preservice teachers quickly acquired both effective teaching and behavior intervention skills. Third session follow-up results revealed skill maintenance or, in many cases, further improvement. Participant questionnaire responses paralleled the behavioral results. The current simulations training success was linked to its capacity (1) for creating a realistic teaching environment and (2) for offering participants clear post-teaching feedback.

The Effects of Challenging Goal Instructions upon Goal Setting and Performance on a Reaction-Time Task.

Summary Female university students participated in a reaction-time (RT) experiment in which challenging goal instructions were manipulated under conditions of minimal feedback. Goal-instructed subjects set personally perceived challenging goals and showed a maintenance of RT performance during a 100-trial experimental session. Subjects not receiving goal instructions showed a deterioration in RT performance during the experimental session. These findings extend Lockes views of the effects of personal goals on subsequent performance to applications involving minimal implicit knowledge of results. Future research must address Lockes hypothesis that personal goal setting is a necessary condition for task motivation.

SEX DIFFERENCES IN SHORT-TERM TIME ESTIMATION

The influence of sex upon short-period time estimation was investigated. In a 10-estimate session, male Ss were significantly more accurate in producing 10-sec. intervals and showed significantly less across- and intra-subject variability than female Ss.

Effect of Contingent Reinforcement on Peabody Picture Vocabulary Test Performance

72 8-yr.-old indigent children, equally divided according to race and sex, were administered Form A of the Peabody Picture Vocabulary Test via tape recorder, then randomly assigned to one of three treatment conditions. Treatment 1 Ss received alternate Form B of the Peabody according to standard testing instructions. Treatment 2 children also received the alternative form, except each S was provided with immediate knowledge as to his accuracy on each test item. Treatment 3 was similar to that of Treatment 2, except the correct responses of children in this group were extrinsically rewarded according to a fixed ratio schedule. Analysis of variance of the difference scores yielded a significant effect for race but not for treatment.

The game machine: A technological approach to classroom control

Abstract In an ABA research design, out-of-seat behavior of 22 first graders was effectively controlled by using common classroom rewards. An automated light display placed at the front of the classroom functioned as a secondary reinforcer for in-seat behavior. The experimental procedures effected a 97.5% decrease in out-of-seat behavior (p

Impact of microcomputer simulation training on student-clinicians' ability to effectively intervene with preschool stutterers

Abstract A computer-based simulation was developed to train student-clinicians to use effective verbal techniques while intervening with preschool stutterers. This training vehicle allowed student-clinicians to maintain a verbal dialogue in real-time with a preschool stutterer whose voice-synthesized level of disfluency was directly tied to the participants intervention effectiveness. Ten experimental and 10 control subjects completed a pre- and posttest therapy session with a computer-defined stutterer. The experimental subjects completed additional simulated therapy sessions, while control subjects coded and analyzed audiotaped segments of childrens disfluency. All subjects then administered therapy to real preschool stutterers during a 10-min session. Results from the pre- and posttest simulation sessions revealed no significant differences between the groups on the pretest simulation and significant differences in the use of slow talk, positive feedback, interruptions, fast talk, negative feedback, and inappropriate questions during the posttest simulation. During intervention with real stutterers, the experimental subjects used significantly more effective intervention techniques (explain/describe, slow talk, positive feedback, model) and significantly fewer ineffective techniques (interrupt, fast talk, negative feedback, inappropriate questions, social interaction) than the control subjects.

A BASIC factorial ANOVA program with a repeated-measures option for microprocessors

This BASIC program, designed for microprocessors, offers complete input, analysis, and tabular output functions for either two-way or three-way analysis of variance (ANOVA) for completely randomized (CRF) or randomized block (RBF) factorial designs (see Kirk, 1968, pp. 171-187,237-243). Input. Via keyboard input, the user selects the number of treatments, the number of levels per treatment, whether or not the design has repeated measures, and the number of subjects per cell. Using an OSI Challenger 11 microprocessor with 48K of RAM, it is possible to select any twoor three-treatment design that has a total cell count not in excess of 32. For example, the program can accommodate a 4 by 8 or a 2 by 4 by 4 design. The subject-per-cell limit is 50. Two data entry options are available. The user may key each entry into the terminal. If, however, the data are already stored on a floppy disk, the user inputs the appropriate file name, which triggers the transfer of the data into active memory. Analysis and output functions follow immediately. Output. After data analysis, a video display informs the user that, in addition to receiving output on the terminals video monitor, he can also elect to receive a hard-copy printout. A single keystroke determines output mode. Initial output consists of a listing of cell means and standard deviations, followed by an ANOVA summary listing. Table I presents a hard-copy output of a 2 by 2 ANOVA with repeated measures produced by a printer with a 132-character/line capacity. The user also has the option for outputting a listing (not included in Table I) of the sums of Xs for all levels of all treatments as well as for all possible treatment interactions. After any hard-copy output, the user may request additional printouts of that listing before continuing. Language and Requirements. Since the program is written in BASIC, it should be adaptable to most 48K microprocessors with minor changes in several output addresses. By changing several dimension statements within the program, users having less than 48K of RAM can reduce cell and/or subject limits and thus adjust the program to available RAM. For users not

Effect of Priming upon Perceived Proficiency, Specific Goals, and Performance on a Verbal Analogy Test

This study investigated the effects of success or failure priming under timed or untimed conditions on (1) perceived task proficiency, (2) goal setting for subsequent performance and (3) performance on a verbal analogy test given to 160 female undergraduates. Ss who had experienced success perceived higher percentile rankings in a group of peers and set higher goals than Ss who had experienced failure. Priming, whether success or failure, had no effect on test performance, and a post hoc analysis failed to show a relationship between goal-setting and performance.