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Reactions to Systems of Guiding Learning:

Reactions to Systems of Guiding Learning: NORMAN M. CHANSKY North Carolina State College of the University of North Carolina at Raleigh PROBLEM AND HYPOTHESIS Rat e of acquisition and amount of retention of learning materials are in part functions of the experimental procedures used to guide the learn­ ing. This has been observed for many years in studies of continuous and intermittent reinforcement. Such studies have been summarized by Jenkins and Stanley (1950). In teaching, one observes that the system used to guide response acquisition not only generates approximations of the correct response but also attitudes toward the learning procedure. I t has been assumed that attitudes affect learning. In need of exploration, therefore, is whether attitudes toward learning will vary as a function of the teaching technique. I t is hypothesized here that different systems of guiding learning generate different attitudes toward learning. PROCEDURE Thirty-four students in a child-psychology class volunteered as sub­ jects. They were tested individually. The task was to learn the age expectancies of certain forms of child behavior. Four lists of eight items each were prepared from the Vineland Social Maturity Scale and were given in a counterbalanced order to control for transfer. For each list, one system of guiding http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Reactions to Systems of Guiding Learning:

American Educational Research Journal , Volume 1 (2): 6 – Jun 23, 2016

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References (2)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312001002095
Publisher site
See Article on Publisher Site

Abstract

NORMAN M. CHANSKY North Carolina State College of the University of North Carolina at Raleigh PROBLEM AND HYPOTHESIS Rat e of acquisition and amount of retention of learning materials are in part functions of the experimental procedures used to guide the learn­ ing. This has been observed for many years in studies of continuous and intermittent reinforcement. Such studies have been summarized by Jenkins and Stanley (1950). In teaching, one observes that the system used to guide response acquisition not only generates approximations of the correct response but also attitudes toward the learning procedure. I t has been assumed that attitudes affect learning. In need of exploration, therefore, is whether attitudes toward learning will vary as a function of the teaching technique. I t is hypothesized here that different systems of guiding learning generate different attitudes toward learning. PROCEDURE Thirty-four students in a child-psychology class volunteered as sub­ jects. They were tested individually. The task was to learn the age expectancies of certain forms of child behavior. Four lists of eight items each were prepared from the Vineland Social Maturity Scale and were given in a counterbalanced order to control for transfer. For each list, one system of guiding

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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