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Abstract
In a previous experiment, students in a psychology course performed better in an examination when they used a programmed text than when they used a conventional text. In this experiment, the students expressed their attitudes towards their texts. It was found that, compared with the conventional text, the programmed text was: (1) more liked (p<0·001); (2) more preferred relative to the lecture text (p<0001) and texts in general (p<0·001); (3) more preferred for learning with a time limit (p<0001) and at leisure (p<0001); and (4) considered better preparation for the examination (p<0·001). Neither of the texts was rated as good as texts in general, and the students estimated that their instructors had a more favourable attitude to the programmed than to the conventional text (p<0001). Learning principles seemed to offer better explanations of the performance effects than attitude principles.