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dc.contributor.advisor Lane, David M.
dc.creatorRivera-Perez, Ydalith G.
dc.date.accessioned 2009-06-04T08:20:26Z
dc.date.available 2009-06-04T08:20:26Z
dc.date.issued 1997
dc.identifier.urihttps://hdl.handle.net/1911/17128
dc.description.abstract This study examined how knowledge retention and the acquisition of diagnostic skills are influenced by the amount of conceptual information presented and the degree of interactivity present during training. Eighty undergraduate and graduate Rice University students were randomly assigned to one of four training programs that varied in the amount of conceptual information presented and the level of interactivity allowed during training. Performance was assessed immediately after training and again at one week after training. Subjects receiving interactive training performed significantly better immediately after training and again after one week. Subjects receiving more conceptual information did not perform significantly better than subjects receiving less conceptual information. These findings suggest that training programs should be made interactive when possible. They further suggest that providing additional conceptual information does not necessarily improve performance.
dc.format.extent 89 p.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subjectBehavioral psychology
Educational psychology
Cognitive psychology
Higher education
dc.title The effects of learner control and amount of conceptual information on diagnostic skill learning
dc.type.genre Thesis
dc.type.material Text
thesis.degree.department Psychology
thesis.degree.discipline Social Sciences
thesis.degree.grantor Rice University
thesis.degree.level Masters
thesis.degree.name Master of Arts
dc.identifier.citation Rivera-Perez, Ydalith G.. "The effects of learner control and amount of conceptual information on diagnostic skill learning." (1997) Master’s Thesis, Rice University. https://hdl.handle.net/1911/17128.


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