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Peer reviewedKulhavy, Raymond W.; And Others – Contemporary Educational Psychology, 1979
The role of feedback, opportunity for text review, and confidence in subjects' responses was examined using a 25-frame program on heart disease. Undergraduates participated in a pre- post-test design; all subjects received an immediate post-test. Results replicated and extended a model relating feedback, confidence, and post-test response.…
Descriptors: Confidence Testing, Feedback, Higher Education, Learning
Peer reviewedAnnis, Linda F.; Annis, David B. – Contemporary Educational Psychology, 1979
The effect of college course content on students' growth in critical thinking was investigated. Students enrolled in various philosophy courses and a non-philosophy control were pre- and post-tested for critical thinking. Only the logic course had a consistent impact on certain aspects of critical thinking. (Author/RD)
Descriptors: College Instruction, Course Evaluation, Critical Thinking, Ethics
Peer reviewedNelson, 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
