Accession Number : AD0604529

Title :   DISTINGUISHING ERRORS OF MEMORY FROM ERRORS OF UNDERSTANDING BY MEANS OF SELFINSTRUCTIONAL TESTS.

Descriptive Note : Technical rept. no. 9,

Corporate Author : AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES PALO ALTO CALIF

Personal Author(s) : Hershberger,Wayne A.

Report Date : AUG 1964

Pagination or Media Count : 47

Abstract : This study compared two types of self-instructional tests used as adjuncts to an expository text. One type of test (Pure Self-Test) incorporated two types of items, one assessing and remedying errors of memory and the other assessing and remedying errors of understanding. The other type of self-instructional test (Mixed Self-Test) was composed of a single type of complex question requiring answers involving memory plus understanding; remedial feedback was likewise mixed. Forty-eight high school sophomores were divided into three groups: One group studied the expository text alone (Basic Text Group), one studied the text plus the Pure Self-Test, and one studied the text plus the Mixed Self-Test. Five days later, each group was given a criterion test composed of the two self tests sans answers. There were no significant differences among groups on total criterion test scores, but the Pure Self-Test Group did best on the pure items and the Mixed Self-Test Group did best on the mixed items. The Basic Text Group did well on the pure recall items, fair on the mixed, recall-and-memory items but poorly on the pure understanding items. The generality of these findings is limited by the fact that none of the three lesson formats were highly effective. (Author)

Descriptors :   (*TEACHING MACHINES, LEARNING), (*MEMORY(PSYCHOLOGY), TEACHING MACHINES), PSYCHOLOGICAL TESTS, RECALL, RETENTION(PSYCHOLOGY), FEEDBACK, TEST METHODS, EDUCATION, STUDENTS, TRAINING DEVICES, ANALYSIS OF VARIANCE

Distribution Statement : APPROVED FOR PUBLIC RELEASE