Wendell I. Smith

Role of Knowledge of Results in Programed Instruction

A two-way analysis of variance design was used to compare the effects of knowledge of results, knowledge of results plus knowledge of what the correct response should be, knowledge of results plus an extrinsic reward, no knowledge of results, and the effects of using a teaching machine as a programed text for two modes of responding (multiple choice vs constructed response) in a programed instructional format on the achievement and attitudes of introductory psychology students. Results indicated that the type of reinforcement, mode of presentation, and mode of responding did not significantly affect achievement. Lower error rates on the programed lessons were noted for those groups which had knowledge of what the correct response should be and also for those who received an extrinsic reward. Responses of Ss concerning their attitudes toward the reported advantages of using programed materials were generally in a positive direction; however, most groups favored the traditional method of teaching, using programed materials as a supplement.

EFFECTS OF SEVERAL SCHEDULES OF KNOWLEDGE OF RESULTS ON MATHEMATICS ACHIEVEMENT

Four forms of a program in mathematics, each varying in the amount of confirmation provided, were utilized in an investigation of scheduling knowledge of results for learners. The schedules were unrelated to achievement.

The Role of Emotionality in Hoarding

The purpose of the study is to determine some empirical relationships between hoarding and selected indices of emotionality in three inbred strains of mice which exhibit characteristic differences in temperament and in responses evoked by a stressful environment. One hundred-fifty females of the Jackson Laboratory C 3 H, C 57 , and C Bagg albino strains were given three five minute trials in an open field and eight hoarding trials in a hoarding apparatus. Analysis of the data permits the following conclusions to be drawn: 1. The B albinos, which had the highest rate of defecation-urination, the longest latency of movement in the open-field, and the longest latency of movement into the hoarding alleys also hoarded the largest number of pellets, while the C 57 s which had the lowest scores on these three variables, hoarded the smallest number of pellets. 2. Intra-strain analysis indicated no systematic relationship among the variables of latency in open field, latency in alley entrance, defecation-urination frequency, and timidity. 3. For the C 3 Hs and B albinos, short latency of movement tended to be a characteristic of those Ss which hoarded more frequently, therefore the relationship between strains in the converse of that present within strains. 4. Frequency of defecation-urination was unrelated to frequency of hoarding probably indicating that this variable is not a valid index of general autonomic reactivity. 5. Some interpretative limitations of this study were presented and some pertinent variables for further study were indicated.

HOSTILE PRESS, NEED ACHIEVEMENT AND TASK DIFFICULTY

An experiment was conducted to determine the effects of task difficulty on achievement when ability and two types of motivation, Hostile Press and need achievement, are varied. It was found that Ss of high Hostile Press generally achieved more than Ss of high need achievement and the latter more than Ss of low need achievement. Ss of both high Hostile Press and high need achievement tended to prefer the more difficult tasks.

NOTE ON TWO-CHANNEL TRANSMISSION OF INFORMATION

Ss were provided with information in 3 modes, visual, auditory, and visual-auditory combined. Two-channel presentation was no more effective than one channel alone.

NEGATIVE PRACTICE IN ACQUISITION AND RETENTION OF PROGRAMMED INSTRUCTION

The purpose of this study was to determine the effects on achievement and retention in spelling of the practice of errors contrasted with the practice of correct spellings. The findings fail to support the beta hypothesis. All group means on a posttest and on a retention test reflected higher achievement for the initial treatment experienced rather than for treatment per se.