For college students learning concepts, the advisement condition resulted in better performance than the learner control condition and needed less instructional time than the adaptive control condition. Results also indicated that students given concepts simultaneously performed better and needed less instruction than those who received concepts…

Learning activities that are associated with programed materials can be applied to learning from ordinary text; in fact, there is no essential difference between programed and ordinary text. Active response so important to programed learning can be controlled in textual materials by carefully defined adjunct aids such as word lists, underlining,…

Senior high students who were given concepts simultaneously learned more than those who received concepts successively. A second variable, instructional control strategy, contrasted an adaptive (computer-assisted) control strategy with learner control. Performance was above the criterion level for the adaptive condition, but below it for learner…