Premium
THE EFFECT OF LEARNING INSTRUCTION ON MOTOR AND VERBAL RESPONSES IN RECALL
Author(s) -
TAYLOR FITZ J.
Publication year - 1966
Publication title -
british journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.536
H-Index - 92
eISSN - 2044-8295
pISSN - 0007-1269
DOI - 10.1111/j.2044-8295.1966.tb01028.x
Subject(s) - recall , psychology , set (abstract data type) , recall test , cognitive psychology , free recall , verbal learning , developmental psychology , cognition , computer science , neuroscience , programming language
An experiment was designed to compare the effect of instruction (set) on verbal performance (recall) on the one hand and on overt behaviour (application) on the other. The experiment, using six groups of twenty subjects and three types of instruction procedures, showed that ( a ) a set‐to‐recall led to high recall‐scores but low application scores; ( b ) a set‐to‐apply led to high application‐scores and low recall‐scores; ( c ) most surprising of all a learning instruction by which subjects were asked merely to learn without any indication of the purpose for learning resulted in significantly lower application and lower recall scores than either of the other two sets. Thus it seems that even a wrong instruction can sometimes be better than no instruction at all.