Literaturnachweis - Detailanzeige
| Autor/in | Judd, Wilson A. |
|---|---|
| Institution | Pittsburgh Univ., PA. Learning Research and Development Center. |
| Titel | The Effects of Task Characteristics on Response Latency and Latency Trends during Learning and Overlearning. [Report No.: Nonr-624(18); [Report No.: TR-7 |
| Quelle | (1968), (93 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Associative Learning; Computer Assisted Instruction; Feedback; Learning Processes; Recall (Psychology); Research Methodology; Responses; Task Performance; Time Factors (Learning); Time Sharing |
| Abstract | Even though response latency can vary greatly among subjects and from trial to trial for the same subject, latency as a measure of associate strength might be useful in connection with response frequency to measure degree of learning. The effects on latency and learning of two task variables--training procedure (anticipation vs. recall) and information transmission (amount of information required for errorless responding)--were investigated using a factorial design. Several aspects of latency as a possible basis for instructional decisions were studied: the "TLE," or trial of last error, i.e., the trial immediately preceding the correct criterion response of N successive errorless trials; the correctness of response; item difficulty, individual differences, and the TLE; maximum response latency on the TLE; and errors made subsequent to the first correct response. A series of eight stimuli that transmitted different amounts of information were presented to the 96 subjects on the display screen of an on-line computer. Subjects responded via a keyboard, which also gave them feedback. The main conclusion from many interesting results was that latency is not a sensitive measure of associative strength during the pre-TLE period, but it may well be an accurate measure during overlearning, after the TLE. (LH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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