A study was conducted to determine the effect of various episode-forming instructional activities on verbal information and attitude learning. Episodes were structured to incorporate selected instructional events. An attention episode used prequestions in a game-format; an integration episode provided learning guidance in the form of activities to reinforce the content and links among memory structures; an evaluation episode used student values discussions to provide learning guidance for the attitude learning. There were two primary hypotheses: (1) the integration episode would be associated with higher immediate- and long-term retention of verbal information, particularly for below-average ability students; (2) higher positive attitudes toward the program content would be associated with the evaluation episode treatment. / Verbal information results indicated the presence of an aptitude-treatment interaction (ATI) such that for below- and average-ability students the attention episode was associated with higher performance than the other groups; for above-average students there was no treatment effect. Attitude results indicated no significant treatment effects. / The results suggest that, for verbal information learning, a high degree of correspondence between the information presented during the episode-forming activity and that presented when the propositions are being formed may be more important than the actual structure of the activity. For attitude outcomes, student discussions may not be necessary to promote attitude formation or change; a clear presentation of information by a role model may be adequate. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0954. / Thesis (Ph.D.)--The Florida State University, 1985.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75531 |
| Contributors | BREZIN, MICHAEL JOSEPH., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 93 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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