The Effects of Different Frequencies of Response Frames in Programmed Instruction

Abstract

Most linearly sequenced programmed instructional materials are patterned after the model formulated by Skinner (1958). This model essentially consists of a fixed sequence of small frames, each requiring a constructed response by the learner. Programmed instruction (PI) of this nature is based upon extrapolations of laboratory operant learning studies and it is generally assumed that the principles operating in such laboratory studies are also operating in PI. A key assumption of such materials is that feedback provided to the learner following overt responses reinforces the learning of the content. The validity of this assumption, however, lacks empirical verification. While knowledge of results in PI has been regarded as generally reinforcing (e.g., Skinner, 1968), it cannot be unequivocally stated that such feedback will reinforce the learner's acquisition of content. Briggs, et al (1962) report a study in which students who read frames without overtly responding (hence, no feedback) have superior test scores and time-efficiency over those who overtly responded. Licklider (1962) reports that highly motivated students found scores and comments unimportant in a CAI study, while the less motivated stu-