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The Effects of Strong Formal Prompts in Programed Instruction:

The Effects of Strong Formal Prompts in Programed Instruction: THE EFFECTS OF STRONG FORMAL PROMPTS IN PROGRAMED INSTRUCTION RICHAR D C. ANDERSO N and GERALD W. FAUST University of Illinois Authors of self-instructional programs are often cautioned to avoid "overprompting." It has never been demonstrated experimentally that "overprompting" inhibits learning. In fact, there is surprisingly little research on prompting considering the lengthy discussions and strongly- stated opinions which appear in treatises on programed instruction (Anderson, 1967). Current conceptions of prompting seem to be based largely on Skinner's (1957) speculative analysis of verbal behavior and the practical experience of programers (Markle, 1964). Most of the actual research on prompting has involved paired associ­ ate lists. It has been repeatedly demonstrated that people learn faster under a prompting procedure, in which both the stimulus term and re­ sponse term appear before the response is required, than under the anticipation method, or confirmation method, as it has been called in these studies (Cook and Spitzer, 1960; Sidowski, 1961; Levine, 1965). On the basis of these experiments, Cook (1963) has argued that the student should be shown the correct answer before he makes the response. Cook seems to be suggesting that the "copying frame" is an especially effective sort of teaching device. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

The Effects of Strong Formal Prompts in Programed Instruction:

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References (13)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312004004345
Publisher site
See Article on Publisher Site

Abstract

THE EFFECTS OF STRONG FORMAL PROMPTS IN PROGRAMED INSTRUCTION RICHAR D C. ANDERSO N and GERALD W. FAUST University of Illinois Authors of self-instructional programs are often cautioned to avoid "overprompting." It has never been demonstrated experimentally that "overprompting" inhibits learning. In fact, there is surprisingly little research on prompting considering the lengthy discussions and strongly- stated opinions which appear in treatises on programed instruction (Anderson, 1967). Current conceptions of prompting seem to be based largely on Skinner's (1957) speculative analysis of verbal behavior and the practical experience of programers (Markle, 1964). Most of the actual research on prompting has involved paired associ­ ate lists. It has been repeatedly demonstrated that people learn faster under a prompting procedure, in which both the stimulus term and re­ sponse term appear before the response is required, than under the anticipation method, or confirmation method, as it has been called in these studies (Cook and Spitzer, 1960; Sidowski, 1961; Levine, 1965). On the basis of these experiments, Cook (1963) has argued that the student should be shown the correct answer before he makes the response. Cook seems to be suggesting that the "copying frame" is an especially effective sort of teaching device.

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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