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The findings of an experiment are reported in which 28 students taking a graduate level course in techniques of programed instruction were randomly assigned to either cathode ray tube (CRT) or teletype terminals. Results from the analysis of the final concept test data revealed that students performed equally well regardless of terminal device. Apparently the information load in the computer-managed instruction (CMI) system is sufficiently low to allow acceptable performance without the necessity for some form of memory support. The difference in error rate is interpreted to reveal a diminished effect of memory support on reducing errors. This effect of memory support has been found in cathode ray tubes using computer-assisted instruction (CAI) learning materials. The failure to find this effect in this study is probably due to the difference in CMI and CAI, i.e., CMI does not present instructional material that may require some form of memory aid for effective learning. The CRT group completed the units earlier than did the teletype group. (Author/JK)

Factors which have previously provided the basis for decisions as to the use of CRT (cathode ray tube) of teletype terminals in computer-assisted instruction (CAI) may be decreasing in importance. Specifically, differential cost factors and teleprocessing capability may no longer provide a basis for differentiating between CRTs and teletypes. In this paper several experiments are reviewed, and the instructional and psychological implications of instructional terminals are discussed. The major terminal characteristics discussed are cost, teleprocessing capability, presentation, rate, and display mode. The major instructional and psychological implications discussed are device memory load factors and instructional time and efficiency. Student characteristics of intelligence and anxiety are discussed in relation to instructional terminal characteristics. (Author)

This study investigated the effects of non-normality of the marginal distributions of the bivariate surface upon the sampling distribution of certain tests of significance of differences for the product moment correlation coefficient. The effects of non-normality were found to be rather substantial and to be dependent upon: 1) the degree of correlaton in the population, 2) the types and extent of non-normality introduced, and 3) in some situations, the size of the samples drawn. A relationship between the variance of the sampling distributions of the test statistics and other effects of marginal non-normality was also observed. (Author)

Research investigated three topics. These were: 1) the effect of paragraph organization on free recall of sentences and on the selection of clustering strategies; 2) how persons differing in subjective organization differ on recall and strategy selection; and 3) the relation between subjective organization and other cognitive abilities. Three groups of students studied paragraphs organized by concept names (N), concept attributes (A) or at random (R); measures of verbal comprehension, verbal creativity, associative memory, closure, and subjective organization were taken. Analysis of results showed that the N group recalled the most correct statements, that clustering by names was predominant for all groups, and that unique correlation patterns existed among cognitive factors and recall scores for each group. These findings indicated that learning a highly organized passage and using a preferred recall strategy yielded superior recall. Analysis of the subjective organization data indicated that highly organized students were not greatly influenced by the inherent structure of learning materials, whereas low organizers were. Thus, students low in subjective organization require highly structured materials, while students high in subjective organization perform similarly on materials with high and low structure. (Author/PB)

College students received either one half of the objectives for a certain test or no objectives at all. The subjects with objectives performed better than those without on posttest items referenced to their objectives (relevant learning) and less well on items not covered (incidental learning). Findings conflict with previous research. (Author/SE)