Partial Reinforcement and Step Size in Programmed Instruction

概要

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To clear the effect of the different reinforcement schedules and to find how the degree of reinforcement relates to step size in programmed instruction, eighty children of sixth grade in primary school were divided into eight groups with an equal number. For four groups of them was given a small step program of geometric problems, and to these were assigned four different reinforcement conditions; continuous, 67%, 33% and 0% (not given). For the remaining four groups were given a large step program and the same four conditions. The results were as follows: The difference between the learning effects by means of four different reinforcement schedules was not significant, and the effect of two different step size programs also resulted in no significant. But the results in this experimental study suggested the followings: If the instructional program was consisted of small step, the learning effects were not influenced by the degree of reinforcement, while if it was constructed by large step, the providing of reinforcement tended to raise more the learning effect than in the case of no reinforcement.
大阪教育大学の論文