Presented 356 undergraduates in 2 experiments a programed lesson on the diagnosis of myocardial infarction. The experiments were conducted using a computer-based instructional system which insured that S responded before he received knowledge of the correct response (KCR). Ss who received KCR after they responded learned significantly more than Ss who received no KCR or who could peek at KCR before they responded. Neither 2 versions of a time-out procedure, a correction procedure, nor a forced-return procedure improved on KCR after responses. KCR after wrong answers only was slightly better than KCR after right answers only. Review of incorrect frames failed to improve performance on either an immediate or delayed criterion test. (28 ref.) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
- programed instruction, feedback procedures, college students
ASJC Scopus subject areas
- Developmental and Educational Psychology