"Overprompting" in Programmed Instruction

Richard C. Anderson, Gerald W. Faust, Marianne C. Roderick

Research output: Contribution to journalArticlepeer-review


journal abstract: 108 Ss completed either the Standard version or a Heavily-Prompted version of a 1,052-frame section of a psychology program. Half of the Ss made constructed responses while the remainder were instructed to "think" the answers that went into the blanks. As expected, those who received the Standard program scored higher on the posttest and took longer to complete the program than those who received the Heavily- Prompted version. Response mode made no difference. The results were interpreted as showing that arrangements of lesson material which permit the student to respond correctly without noticing the cue undermine performance. (PsycINFO Database Record (c) 2006 APA, all rights reserved). American Educational Research Association annual meeting, 1967, New York, NY, US.

Original languageEnglish (US)
Pages (from-to)88-93
Number of pages6
JournalJournal of Educational Psychology
Issue number2
StatePublished - Apr 1968


  • overprompting
  • programmed instruction
  • psychology program
  • response mode

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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