Abstract
This study was designed as one test for the assumption made by B. F. Skinner and other authors of programmed material that vanishing textual stimuli increase the efficiency of memorization. 34 fourth grade pupils were differentially treated using vanishing textual stimuli as the variable. The difference in retention between the two groups was not significant.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have