The primary purposes of this study were to examine the effects of three types of sequence and relationship of rules and positive and negative examples (simultaneous-high diversity, simultaneous-low diversity, successive) and three types of analytic explanation of examples (positive and negative, negative, none) on learning a set of rules. Subjects were 102 college students who worked through self-instructional print materials on writing performance objectives. Two constructed response posttests (immediate, delayed of one week) yielding three scores each were used to collect performance data. Other data collected were immediate and delayed posttest time, and instructional time. A two-way (3 x 3) ANOVA on each of the nine dependent variables revealed no significant differences on performance and time measures except for an unpredicted main effect for one immediate posttest score. This unexpected finding indicated that in learning two sets of rules, a successive sequence for the second set interferes with performance related to the first set. It was also concluded that the sequence and relationship of positive and negative examples and rules may not be an important consideration in designing instruction; and analytic explanation of positive and negative examples may not facilitate learning rules. Student control of learning strategies while studying the materials was believed to account for the lack of differences in performance. / Source: Dissertation Abstracts International, Volume: 43-09, Section: A, page: 2973. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74919 |
| Contributors | BONNER, CYNTHIA JO., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 211 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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