Abstract
ABSTRACT In this study, we identified groups of slow, average, and fast learners on the basis of their performance on an experimental learning task. Subsequently, these subjects were provided either self-paced or instructor-paced instruction in the translation of International Morse Code. Results of a retention test indicated that fast learners retained significantly more information than did slow learners after both self-paced and instructor-paced instruction, but an expected interaction between rate of learning and type of instruction was not in evidence. Unexpectedly, the instructor-paced group performed significantly better than the self-paced group did in terms of task efficiency (number of correct responses per minute of test time). Results were discussed in terms of the relationships among speed of learning, type of task, and method of instruction.
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