Effects Of Incidental Material In a Programmed Russian Vocabulary Lesson

Richard W. Faust, Richard C. Anderson

Research output: Contribution to journalArticlepeer-review

Abstract

journal abstract: In each of 2 experiments, 2 versions of a stylized program to teach Russian vocabulary were given to college students. 1 version used only primitive "copying frames," while the other version used copying frames in which the prompt sentence was embedded in a context of 5 English-Russian sentences. In both experiments the Context groups recalled significantly more (p < .05) overtly-practiced Russian words on the posttests than did the No-Context groups. The advantage of the Context programs was especially pronounced for Ss who hurried through the programs. The results can be interpreted as demonstrating that the addition of incidental material to the copying frame facilitates associative learning by insuring that Ss at least notice the stimulus before making the response. (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)3-10
Number of pages8
JournalJournal of Educational Psychology
Volume58
Issue number1
DOIs
StatePublished - Feb 1 1967

Keywords

  • Russian vocabulary lesson
  • associative learning
  • context groups
  • incidental material
  • programmed instruction
  • sentences

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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