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Effects of Prefamiliarity and Instructional Support on Immediate Acquisition.
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Nelson, Barbara – Contemporary Educational Psychology, 1979
This study investigated pre-test scores and number of items correctly answered on a programed lesson as predictors of post-test scores. Students studied either an expository lesson, a programed lesson with minimal instructional support, or a programed lesson with maximal instructional support. Results did not support an aptitude-treatment…
Descriptors: Academic Ability, Academic Achievement, Academic Aptitude, Aptitude Treatment Interaction