LEARNING VIA PROGRAMED READING AND CUE VERSUS RESPONSE IN PROGRAMED RANING

摘要

This reports the finding that discursively written texts programmed to include (a) heterogeneous typography highlighting essential core content, and (b) self-evaluational response items quizzing the reader on the core content, were considerably more effective in teaching the essential material than discursively and tersely written texts incorporating neither program characteristic.nThe reports the findings of a follow-up study designed to assess the relative effectiveness of typographical cueing versus self-evaluational responding on the learning and retention of essential lesson content in both discursively and tersely written texts. It was found that under no conditions did typographical cueing increase either the efficiency or the effectiveness of the texts.