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Programmed Learning and Educational Technology Volume 6, 1969 - Issue 1
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Original Articles

OVERT RESPONSES, KNOWLEDGE OF RESULTS AND LEARNING

M. Sime Department of Psychology, University of Sheffield
&
G. Boyce* Department of Psychology, University of SheffieldView further author information
Pages 12-19 | Published online: 09 Jul 2006

Citations (9)

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Read on this site (2)

Klaus Bung. (1982) Teaching Algorithms and Learning Algorithms. Programmed Learning and Educational Technology 19:3, pages 181-218.
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D. C. B. Teather & H. Marchant. (1974) Learning from Film with Particular Reference to the Effects of Cueing, Questioning, and Knowledge of Results. Programmed Learning and Educational Technology 11:6, pages 317-327.
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Articles from other publishers (7)

Eun Sook KimVictor L. Willson. (2010) Evaluating Pretest Effects in Pre–Post Studies. Educational and Psychological Measurement 70:5, pages 744-759.
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Deane K. Dayton. (1977) Inserted post-questions and learning from slide-tape presentations: Implications of the mathemagenic hypothesis. AV communication review 25:2, pages 125-146.
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H Marchant. (2006) Increasing the Effectiveness of Educational Films: a Selected Review of Research. British Journal of Educational Technology 8:2, pages 89-96.
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HAZEL C. JONES. (2009) The value of self‐test items in tape‐slide instruction. Medical Education 10:4, pages 279-283.
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Janelyn G. Kotaska & Gary Dickinson. (2016) Effects of a Study Guide On Independent Adult Learning. Adult Education 25:3, pages 161-168.
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James Hartley. (2017) The Effects of Pre-Test Difficulty on Post-Test Performance following Self-Instruction. Research in Education 10:1, pages 56-69.
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James Hartley. (1973) The effect of pre-testing on post-test performance. Instructional Science 2:2, pages 193-214.
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