Abstract
One of two groups of high school students matched on IQ read a narrative version of the set on simple reflexes from a programmed text; the other read and responded to the original programmed set. Effectiveness of instruction depended upon which of two tests of acquisition was used, and there were no differences in retention associated with mode of instruction.
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References
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The second author, now at the University of Rochester, conducted this investigation under the direction of the first, as part of the requirement for the senior courses in independent research.
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Elliott, R., MacMurray, T. Effectiveness of Two Methods of Presenting Information about Simple Reflexes. Psychol Rec 16, 283–288 (1966). https://doi.org/10.1007/BF03393669
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DOI: https://doi.org/10.1007/BF03393669