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Peer reviewedBender, Nila N. – Journal of Educational Psychology, 1976
Verbal self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. Posttests, following the four training conditions, showed that while strategy training increased latency, self verbalization both increased latency and reduced errors. (Author/DEP)
Descriptors: Comparative Analysis, Grade 1, Instructional Innovation, Reaction Time
Download full textHedberg, John G.; McNamara, Suzanne E. – 1985
The effects of different types of feedback in computer assisted instruction were studied in 30 college students with different cognitive styles. The program, written in Apple Pilot and administered on an Apple IIE microcomputer, consisted of 16 problem solving tasks; for each, a graphic display and a textual question were presented. Two feedback…
Descriptors: Adults, Analysis of Variance, Aptitude Treatment Interaction, Cognitive Style
