A previous experiment (Sullivan, Baker, and Schutz, 1967) suggests that the reinforcing properties of the provided by immediate knowledge of results may strengthen behavior other than that sought by the instructor. Subjects (Ss) receiving immediate for responses to en route mastery-test items inserted at various points within textual material scored significantly lower on the mastery items than did Ss receiving knowledge of results. Feedback Ss spent considerably less time than no Ss studying the textual material. They neglected the textual material to some degree and attempted instead to utilize the instructional value of the immediate following their responses to the mastery items. That the feedback Ss were successful in learning from the immediate knowledge of results is suggested by the fact that their subsequent performance on the end-of-program criterion test was comparable to that of the no Ss, even though their performance on the en route mastery tests was significantly inferior. These data suggest that if one is to capitalize maximally upon the advantages of instructional refinements such as the immediate procedure, greater control of the textual material over learner responses must be established and maintained.
No takes yet. Share an insight, caveat, or question.
Sullivan et al. (1971) studied this question.