Many claims have been made in recent years of the success of programmed instruction in increasing the rate of learning, or in decreasing the amount of time necessary for the mastery of facts, or in securing the retention of the knowledge of a given set of facts for a longer period of time. Sorne of the results claimed have depended upon the use of teaching machines, or other deviees; sorne have depended upon the use of programmed texts. In the early stages of the development of such teaching machines, and programmed texts, the programs constructed were produced by the psychologists who were responsible for the development of the machines or the texts. Gradually it was accepted that the best programs were those constructed by individuals who were expert in the subject matter which the machines or programs purported to teach. [...]

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