Interactions of Attitudes and Associative Interference in Classroom Learning

Abstract

Ss were tested on their knowledge, attitude, and prior experience toward one of two topics. Then they were assigned a reading or given a lecture on the relevant topic and retested after 2 days and 6 weeks, with half of the Ss given feedback after the second test. Analyses determined to what extent the following variables affected changes in attitudes and factual knowledge: topic, mode of instruction, feedback, prior attitude, prior factual knowledge, prior experience, and evaluation of the lecture or readings.