Midlands State University Library
Image from Google Jackets

Effects of specificity and position of written instructional objectives on learning from lecture created by Paula Nassif Royer

By: Material type: TextTextSeries: An international journal of experimental educational psychology ; Volume 69 , number 1,Washington, D.C. American Psychological Association, 1977Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 0144-3410
Subject(s): LOC classification:
  • LB1051 JOU
Online resources: Abstract: The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used throughout the experiment served as the covariate in analysis. Results indicating a departure from previous findings on the use of objectives with written text showed that the before position increased intentional learning over the after position. Incidental learning was significantly higher than intentional learning for treatment groups combined and particularly for the after groups.
Reviews from LibraryThing.com:
Tags from this library: No tags from this library for this title. Log in to add tags.
Star ratings
    Average rating: 0.0 (0 votes)
Holdings
Item type Current library Call number Vol info Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB1051 JOU (Browse shelf(Opens below)) Vol. 69, no.1(pages 40-45) Not for loan For in house use only

The effects of specificity and position of written instructional objectives on learning from an audiotaped lecture were investigated using materials from Rothkopf and Kaplan (1972). Subjects received either specific or general objectives before or after the four sections of the lecture. A control group received no objectives. Vocabulary items used throughout the experiment served as the covariate in analysis. Results indicating a departure from previous findings on the use of objectives with written text showed that the before position increased intentional learning over the after position. Incidental learning was significantly higher than intentional learning for treatment groups combined and particularly for the after groups.

There are no comments on this title.

to post a comment.