The 3 sequence variables were systematically manipulated in a constructed-response program dealing with the concept, "Gross National Product." These were: order of the 2 subconcepts "consumption spending" and "investment"; position in the program where subconcepts were introduced; and directionality, i.e., whether statement of the rule or principle either began or concluded the overall program and its various units. These sequence variables did not influence the number of errors made during learning. Performance was faster when principles were stated 1st and when subconcepts were learned together rather than separately. Ss made significantly poorer scores on a multiple-choice criterion test under conditions where learning of the 2 subconcepts was most remote from integration of these to form the major concept.
The use of the feedback principle in monitoring as well as in continuous control situations is proposed. A simple feedback model is discussed and the associated variables identified. These include frequency of observation and response, sensitivity, time constants in feedback and control and reversibility of control. Ten monitoring or vigilance experiments are analyzed in terms of the model.
This paper is based on a portion of a dissertation submitted to the Graduate School of Boston University in partial fulfillment of the requirements for the Ph.D. degree. The writer wishes to express grateful acknowledgement to Dr. Leo J. Reyna for his direction of this investigation, and to Dr. Garry Margolius for many helpful suggestions.2 Now with the Electric Boat Division, General Dynamics Corporation.
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