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EFFECTS OF OMITTING BRANCHES AND QUESTIONS FROM A SCRAMBLED TEXT
Author(s) -
DUNCAN K. D.,
GILBERT T.
Publication year - 1967
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1967.tb01947.x
Subject(s) - psychology , branching (polymer chemistry) , correlation , prime (order theory) , test (biology) , statistics , combinatorics , mathematics , geometry , paleontology , materials science , composite material , biology
S ummary . Three versions of a programmed book (The Waterloo Campaign) were studied by groups of 15–16‐year‐old boys. The versions were: the original branching programme; prime path frames only (branches omitted); continuous text (multiple choice questions and branches omitted). The continuous text was associated with slightly superior immediate post‐test scores and slightly inferior delayed post‐test scores, compared with the other two versions. These differences were not statistically significant; nor were differences in attitude to the three versions. Study time was less in the prime than in the branching version and less than either of these in the text version. Study time differences were substantial and statistically significant. With all three versions the correlation between intelligence and attainment was statistically significant: it was highest in the text version and lowest in the branching version.