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Davis, Daniel J. – 1964
Several ways of structuring the early trials of a complex concept formation task were compared. Training trials were divided into two segments: (1) an asynchronous segment with one relevant and one irrelevant cue held constant while one relevant and one irrelevant cue varied and (2) a synchronous segment with all cues free to vary. The…
Descriptors: College Students, Concept Formation, Cues, Educational Research
Driscoll, Marcy P.; And Others – 1988
The two studies detailed in this paper investigated the effects of adaptive sequencing of examples and adaptive feedback on concept learning using computer-based instruction. In the first study, two groups of undergraduate students progressed through a set of five behavior management concepts presented in the rational set generator framework.…
Descriptors: Branching, College Students, Comparative Analysis, Computer Assisted Instruction
Peer reviewed Peer reviewed
Clark, Robert Charles – Journal of Legal Education, 1983
Some theoretical considerations for increased use of computer-assisted instruction (CAI) in legal education are compared with other teaching methods, empirical evidence of the method's effectiveness is discussed, and some of the activities involving CAI at Harvard Law School are outlined. (MSE)
Descriptors: Comparative Analysis, Computer Assisted Instruction, Feedback, Higher Education
Peer reviewed Peer reviewed
Price, Harry E. – Journal of Research in Music Education, 1992
Presents experiments on effects of music instruction, teaching practica, feedback from the instructor, and videotaped self-observation on undergraduates' use of complete sequential patterns and components. Focuses on two levels: examination of effects of systematic instructional structures on acquisition of skills and refinement of constructs for…
Descriptors: Educational Research, Feedback, Higher Education, Learning Processes
Steinberg, Esther R. – Journal of Computer-Based Instruction, 1989
Presents literature review of research studies that focused on students' learning processes and learner control of instruction. Highlights include computer-assisted instruction; information processing strategies; metacognitive skills; adaptive control; branching; sequence of instruction; feedback; learning strategies; locus of control; and…
Descriptors: Academic Achievement, Branching, Cognitive Style, Computer Assisted Instruction