The Interaction of Associative Memory and General Reasoning with Availability and Complexity of Examples in a Computer-Assisted Instruction Task

Bunderson, C. Victor; Hansen, Joe B.

doi:10.21236/ad0745719

1971

DOI: 10.21236/ad0745719

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The Interaction of Associative Memory and General Reasoning with Availability and Complexity of Examples in a Computer-Assisted Instruction Task

C. Victor Bunderson¹,

Joe B. Hansen²

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1974

1977

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Cited by 2 publications

References 9 publications

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Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.

Hansen¹

1974

Journal of Educational Psychology

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Ninety-eight undergraduate education majors received a battery of ability tests measuring general reasoning, associative memory, and trait anxiety (A-Trait) and were randomly assigned to three groupsno feedback, feedback, and learner-controlled feedback-for a computer-assisted instruction course on Xenograde systems. State anxiety (A-State) measures were taken (a) prior to the course, (b) following the administration of stress instructions, (c) at the mid-point, and (d) at the end. Learner-controlled feedback subjects decreased more in A-State than did feedback subjects. High A-State subjects made more errors under feedback than under no feedback. Feedback facilitated performance for high-reasoning subjects but impaired performance for low-reasoning subjects.

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Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.

Hansen¹

1974

Journal of Educational Psychology

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Aptitude-Treatment Interactions in an Experiment on Teacher Effectiveness

Winne¹

1977

American Educational Research Journal

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The Interaction of Associative Memory and General Reasoning with Availability and Complexity of Examples in a Computer-Assisted Instruction Task

Cited by 2 publications

References 9 publications

Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.

Effects of feedback, learner control, and cognitive abilities on state anxiety and performance in a computer-assisted instruction task.

Aptitude-Treatment Interactions in an Experiment on Teacher Effectiveness

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