%0 Journal Article %1 coulson1959 %A COULSON, JOHN E. %A SILBERMAN, HARRY F. %D 1959 %K constructed mcq response %T EFFECTS OF THREE VARIABLES IN A TEACHING MACHINE %U http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED002724 %X A TEACHING MACHINE PRESENTS A SERIES OF PROBLEM MATERIALS TO A STUDENT, REQUIRES AN OVERT BEHAVIORAL RESPONSE, AND PROVIDES RESULTS OF THE BEHAVIOR IMMEDIATELY FOLLOWING THE RESPONSE. THERE WERE EIGHT GROUPS OF 10 JUNIOR COLLEGE STUDENTS WHO WERE EXPERIMENTALLY TRAINED WITH MANUALLY CONTROLLED TEACHING MACHINES, EACH GROUP WAS TAUGHT WITH A DIFFERENT MODE OF TEACHING MACHINE OPERATION. THE THREE INDEPENDENT VARIABLES WERE STUDENT RESPONSE MODE, SIZE OF STEPS BETWEEN SUCCESSIVE ITEMS, AND SEQUENCING (BRANCHING) PROCEDURE. A WRITTEN CRITERION TEST WAS GIVEN TO THE EXPERIMENTAL GROUPS IMMEDIATELY AFTER THE TRAINING SESSIONS AND AGAIN 3 WEEKS LATER. THE SAME CRITERION TEST WAS GIVEN TO A CONTROL GROUP WHO CAME FROM THE SAME SCHOOL CLASSES AS THE EXPERIMENTAL GROUPS BUT WHO HAD NO TRAINING ON THE CONCEPTS TAUGHT TO THE EXPERIMENTAL GROUPS. DEPENDENT VARIABLES WERE THE REQUIRED TEACHING MACHINE TRAINING TIME AND SCORES ON THE CRITERION TEST. SCORES ON A PRETEST WERE USED AS A CONTROL VARIABLE. RESULTS WERE THAT THE USE OF THE MACHINE LED TO SIGNIFICANT LEARNING BY THE EXPERIMENTAL GROUPS, THE MULTIPLE-CHOICE RESPONSE MODE TOOK LESS TIME THAN THE CONSTRUCTED RESPONSE MODE, SMALL ITEMS REQUIRED MORE TRAINING TIME, BUT YIELDED HIGHER TEST SCORES, AND BRANCHING CONDITIONS REQUIRED LESS TRAINING THAN NONBRANCHING, BUT WERE NOT OBTAINED ON THE TOTAL CRITERION TEST AMONG EXPERIMENTAL GROUPS. TABLES DELINEATED THE DIFFERENT TEST SCORES. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL PSYCHOLOGY," VOLUME 51, NUMBER 3, 1960.

@article{coulson1959, abstract = {A TEACHING MACHINE PRESENTS A SERIES OF PROBLEM MATERIALS TO A STUDENT, REQUIRES AN OVERT BEHAVIORAL RESPONSE, AND PROVIDES RESULTS OF THE BEHAVIOR IMMEDIATELY FOLLOWING THE RESPONSE. THERE WERE EIGHT GROUPS OF 10 JUNIOR COLLEGE STUDENTS WHO WERE EXPERIMENTALLY TRAINED WITH MANUALLY CONTROLLED TEACHING MACHINES, EACH GROUP WAS TAUGHT WITH A DIFFERENT MODE OF TEACHING MACHINE OPERATION. THE THREE INDEPENDENT VARIABLES WERE STUDENT RESPONSE MODE, SIZE OF STEPS BETWEEN SUCCESSIVE ITEMS, AND SEQUENCING (BRANCHING) PROCEDURE. A WRITTEN CRITERION TEST WAS GIVEN TO THE EXPERIMENTAL GROUPS IMMEDIATELY AFTER THE TRAINING SESSIONS AND AGAIN 3 WEEKS LATER. THE SAME CRITERION TEST WAS GIVEN TO A CONTROL GROUP WHO CAME FROM THE SAME SCHOOL CLASSES AS THE EXPERIMENTAL GROUPS BUT WHO HAD NO TRAINING ON THE CONCEPTS TAUGHT TO THE EXPERIMENTAL GROUPS. DEPENDENT VARIABLES WERE THE REQUIRED TEACHING MACHINE TRAINING TIME AND SCORES ON THE CRITERION TEST. SCORES ON A PRETEST WERE USED AS A CONTROL VARIABLE. RESULTS WERE THAT THE USE OF THE MACHINE LED TO SIGNIFICANT LEARNING BY THE EXPERIMENTAL GROUPS, THE MULTIPLE-CHOICE RESPONSE MODE TOOK LESS TIME THAN THE CONSTRUCTED RESPONSE MODE, SMALL ITEMS REQUIRED MORE TRAINING TIME, BUT YIELDED HIGHER TEST SCORES, AND BRANCHING CONDITIONS REQUIRED LESS TRAINING THAN NONBRANCHING, BUT WERE NOT OBTAINED ON THE TOTAL CRITERION TEST AMONG EXPERIMENTAL GROUPS. TABLES DELINEATED THE DIFFERENT TEST SCORES. THIS ARTICLE WAS PUBLISHED IN THE "JOURNAL OF EDUCATIONAL PSYCHOLOGY," VOLUME 51, NUMBER 3, 1960.}, added-at = {2012-09-27T03:27:50.000+0200}, author = {COULSON, JOHN E. and SILBERMAN, HARRY F.}, biburl = {https://www.bibsonomy.org/bibtex/2c22fcbbdfa2837c8c3238bc2c7e37ca2/jennymac}, description = {EFFECTS OF THREE VARIABLES IN A TEACHING MACHINE.}, interhash = {4e1925ab94b4b645d8c87f8815616a8b}, intrahash = {c22fcbbdfa2837c8c3238bc2c7e37ca2}, keywords = {constructed mcq response}, month = sep, refid = {ED002724}, timestamp = {2012-09-27T03:27:50.000+0200}, title = {EFFECTS OF THREE VARIABLES IN A TEACHING MACHINE}, url = {http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED002724}, year = 1959 }