Abstract
Eighteen male retardates were presented individually with a multiple-choice paired-associate task, using one of the following modes of presentation: tutorial or teaching machine. The results clearly indicated that the tutorial mode was superior on the following measures: trials to criterion, number of correct responses during original learning, and absolute retention values after a 1-week interval had elapsed. Further research is needed to determine if the actual presentation procedure or type of feedback is responsible for the differences in these two methods.
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