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EFFECTS OF IMPOSED POSTFEEDBACK DELAYS IN PROGRAMMED INSTRUCTION

Authors :
John Crosbie
Glenn Kelly
Source :
Journal of Applied Behavior Analysis. 27:483-491
Publication Year :
1994
Publisher :
Wiley, 1994.

Abstract

Imposed postfeedback delays promote discrimination training; the present experiments determined whether they also improve performance in programmed instruction. In two experiments, college students completed 45 sets of Holland and Skinner's (1961) programmed text on behavior analysis in a computerized format in a three-component multiple schedule. In Experiment 1, the conditions were (a) no delay between questions, (b) a 10-s delay after each question (noncontingent delay), and (c) a 10-s delay after each question answered incorrectly (contingent delay). Noncontingent delay produced better performance than no delay and contingent delay. To determine whether performance increased in the noncontingent delay condition because subjects studied the material during delay periods, Experiment 2 tested three conditions: (a) no delay between questions, (b) a 10-s delay after each question (noncontingent delay), and (c) a 10-s delay after each question with the screen blank during the delay period. Noncontingent delay produced better performance than no delay, but there was no difference in performance between no delay and noncontingent delay with blank screen. Hence, noncontingent delay improved performance because students used delay periods to study. Furthermore, subjects preferred noncontingent delay to the other conditions, and session time increased only slightly.

Details

ISSN :
19383703 and 00218855
Volume :
27
Database :
OpenAIRE
Journal :
Journal of Applied Behavior Analysis
Accession number :
edsair.doi.dedup.....4639ffb598ef8c44b38812e49daaf317
Full Text :
https://doi.org/10.1901/jaba.1994.27-483