Abstract
WITE THE ADVENT of Pressey's automatic testing machine in the early 1920's,1 and particularly since 1954 when Skinner's article on teaching machines appeared,2 a phenomenal growth of activity has taken place in the field of machine teaching. A1though the term, teaching machine, has proved to be a popular nomenclature, it does little to describe the underlying educational and psychological concept which is better called programed learning. Programed learning, variously referred to as auto-instruction, machine teaching, self-instruction, programed instruction, or automated instruction, has three identifying characteristics:
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