Computer-Assisted Instruction At Stanford, 1966-68. Data, by Patrick Suppes, Mona Morningstar

By Patrick Suppes, Mona Morningstar

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Extra info for Computer-Assisted Instruction At Stanford, 1966-68. Data, Models, and Evaluation of the Arithmetic Programs

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The eight problems with two-digit answers that appeared in Block 108 were not included in the pooled data, since students had technical problems in entering two-digit answers. The average latency and the average probability of a correct response for the four problem types from all six blocks are presented in Table 3· Although four distinct problem formats were presented to students, the longer average response latencies, especially on pretests for the problems in noncanonical form, support this classification of problems into two groups, canonical and noncanonical.

2, respectively. The problems were still fairly simple with identities, inequalities, and a few problems with matrices quite similar to those given in Grade 2. For example, THE LETTER X IS GIVEN 8 TIMES· X X X X X X X X 1/2 OF 8 « 2/8 OF 8 « 30 Block kl2 COMPUTER-ASSISTED INSTRUCTION 19661968 TYPE < OR s OR > 1/2 4/8 2/8 5/8 COMPLETE EACH PROBLEM· 1/4 OF 8 * r 1 / 2 OF 6 » 3/5 « / 2 / 3 » 4/ 10 ___ The addition and subtraction of fractions was f i r s t presented in Block kl6 in the fourth grade.

If these assumptions are correct, then the rank order of problems using the latency criterion can be taken to represent the order in which the answers to problems are memorized. We would like to identify the change from a counting algorithm to a table look-up procedure for the basic facts of addition. We assume that the table look-up is made a part of long-term memory, and the algorithm is no longer used. Children in the upper elementary grades are sometimes observed using a counting algorithm, which gives an 62 COMPUTER-ASSISTED INSTRUCTION 1966-1968 indication of how long it is before all dependence on this algorithm ceases.

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