The effects of response mode and response difficulty on programed learning.

Abstract

2 experiments in junior high school daises compared overt, covert, and reading response modes. In Experiment I, 63 Ss completed a program of independent facts at 1 of 3 levels of difficulty. An analysis of covariance of test scores showed an interaction between response mode and difficulty (p < .05), the overt group performing below the other groups at the low difficulty level and above the other groups at the intermediate difficulty level. In Experiment II, 62 Ss completed a continuous discourse program on light. The 3 response modes plus a 4th option mode were used in a simple randomized design. The reading group surpassed the other groups on both immediate (NS) and 10-week retention (p < .05) tests. In both experiments the reading groups learned most per time spent (p < .01).

Learning From Verbal Discourse in Educational Media: A Review of the Literature

“…Some of the pertinent literature on this problem is by Hartman, Morrison, and Carlson (1963), Ashbaugh (1964), Goldbeck andcampbell (1962), Cartier (1963a), Silberman (1960), Crist (1966), Krumboltz andWeisman (1962), andWilliams (1966). Hidde (1970).…”

Chapter IV Meaningful Learning and Retention: Practice and Feedback Variables

“…For instance, in a second experiment by Goldbeck and Campbell (1962), no significant differences were found among four response modes relative to scores on the immediate retention test. But 10 weeks later, a reading group earned significantly higher scores on a retention test than were earned by groups employing any of three overt response modes.…”

“…Using a nine-cell design, Goldbeck and Campbell (1962) administered three difficulty levels of items, each under three response modes (overt, covert, and reading). The items were independent factual statements drawn at random from an encyclopedia.…”

The Influence of the Evaluating Instrument on Students’ Learning

“…* Krumboltz and Weisman (1962) examined constructed-response retention immediately and two weeks after learning and concluded that the advantages of overt responding over mentally composing or reading responses are not apparent until some time after studying. Goldbeck and Campbell (1962) emphasized that when the time between studying and responding is short, overt-responding groups perform below other groups (who "read" or "thought" the correct response) at low levels of complexity and above these groups at intermediate complexity levels. Turney (1931) got similar results.…”