LEARNING TEST‐WISENESS BY PROGRAMMED TEXTS1
LEARNING TEST‐WISENESS BY PROGRAMMED TEXTS1
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通过编程文本学习考试智慧1
DOI：
10.1111/j.1745-3984.1970.tb00725.x
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发表时间：
1970
影响因子：
1.3
通讯作者：
Sandra H. Hampton
中科院分区：
文献类型：
--
作者：
M. Slakter;R. Koehler;Sandra H. Hampton
高中毕业生（84名男性，77名女性）被随机分配到两个治疗组之一。一组学生收到了一份程序化的文本，旨在教学生回答考试中的每一个问题，无论说明是否包括对错误答案的惩罚。另一组则接受了一份程序化的文本，以教授测试智慧的某些方面。每组作为另一组的对照组。第二天，所有的学生都被要求进行一项猜测意愿和测试智慧的测量。两周后，所有的学生接受了额外的措施，愿意猜测和测试智慧。对数据的分析表明，接受猜测程序的一组人比对照组回答了更多的问题（无论是在即时测试还是延迟测试中），尽管错误答案会受到惩罚。以类似的方式，暴露于测试智慧程序的组比其控制组获得了显着更高的平均测试智慧分数。
High school seniors (84 males, 77 females) were randomly assigned to one of two treatment groups. One group received a programmed text designed to teach Ss to answer every item on an examination, whether or not the directions included a penalty for incorrect answers. The other group was administered a programmed text to teach certain selected aspects of test-wiseness. Each group served as the control group for the other. The following day all Ss were administered a measure of willingness to guess and a measure of test-wiseness. Two weeks later, all Ss received additional measures of willingness to guess and test-wiseness. Analysis of the data indicated the group that received the guessing program answered significantly more items than its control group (on both the immediate and delayed tests), even though there was a penalty for incorrect answers. In similar fashion, the group exposed to the test-wiseness program achieved significantly higher mean test-wiseness scores than its control group.