The effects of reinforcement and response upon programmed learning in mathematics

• Autores: D.G. Lewis, Margaret N. Whitwell
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 8, Nº 3, 1971, págs. 186-195
• Idioma: inglés
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• Resumen

  • Nine variations of a linear program on addition and multiplication in binary arithmetic were formed by combining three levels of reinforcement—reinforcement to all frames, reinforcement to key frames, and no reinforcement—with three levels of response—overt response to all frames, overt response to key frames and covert response. These were worked by boys at two ability levels within each of two age groups (11 and 13 years), and the learning was assessed by tests of retention, transfer (to the octal system) and generalisation (to subtraction and division). The results showed (1) a different pattern of learning for the two age groups; (2) that for the 11 year‐olds covert responses produced the most learning with subsequent reinforcement an advantage only to those of high ability; and (3) that for the 13 year‐olds the combination of reinforcement and overt response to key frames only produced the most learning overall, although differences among the separate tests were also important.