Pretask and On-Task Adaptive Design Strategies for Selecting Number of Instances in Concept Acquisition.

Rothen, Wolfgang; Tennyson, Robert D.

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Peer reviewed

ERIC Number: EJ182447

Record Type: CIJE

Publication Date: 1977

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Pretask and On-Task Adaptive Design Strategies for Selecting Number of Instances in Concept Acquisition

Rothen, Wolfgang; Tennyson, Robert D.

Journal of Educational Psychology, 69, 5, 586-92, Oct 77

Three strategies for selecting number of instances needed to learn legal concepts were compared. An adaptive strategy required 25 percent less time and resulted in better post test performance than a partially adaptive strategy. The partially adaptive strategy was 16 percent more efficient than the nonadaptive strategy, and resulted in better performance. (Author/GDC)

Descriptors: Adaptive Testing, Cognitive Style, Computer Assisted Instruction, Concept Formation, Confidence Testing, Educational Strategies, Higher Education, Individualized Instruction, Legal Education, Program Length, Student Characteristics, Test Length, Time on Task

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