Effects of Prefamiliarity and Instructional Support on Immediate Acquisition.

Nelson, Barbara

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Peer reviewed

ERIC Number: EJ203994

Record Type: CIJE

Publication Date: 1979-Apr

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Effects of Prefamiliarity and Instructional Support on Immediate Acquisition.

Nelson, Barbara

Contemporary Educational Psychology, v4 n2 p114-20 Apr 1979

This study investigated pre-test scores and number of items correctly answered on a programed lesson as predictors of post-test scores. Students studied either an expository lesson, a programed lesson with minimal instructional support, or a programed lesson with maximal instructional support. Results did not support an aptitude-treatment interaction approach. (Author/RD)

Descriptors: Academic Ability, Academic Achievement, Academic Aptitude, Aptitude Treatment Interaction, Experiential Learning, Higher Education, Instructional Programs, Knowledge Level, Learning, Pretesting, Pretests Posttests, Programed Instruction, Student Characteristics, Technical Reports

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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