Author Type

Graduate Student

Date of Award

1989

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Kauffman, Dan

Abstract

The purpose of this study was to determine if a modified self-paced postinformative feedback interval (mixed PIFI) is more efficient in concept formation and identification tasks than a pure self-paced or fixed PIFI. One hundred fourteen subjects randomly assigned to three different PIFI groups (mixed, self-paced, 6-second fixed) were presented with a two-category concept formation (CF) task followed by a four-category concept identification (CI) task. A computer program presented instructions and task stimuli to subjects via microcomputer as well as regulated PIFIs and collected data. The composition and duration of the mixed PIFIs were determined after an analysis of the results of a pilot study. On the CF task, subjects received 5-second fixed PIFIs on the first 10 trials, followed by 5-second fixed PIFIs on positive instances of incorrect responses, 2-second fixed PIFIs on negative instances of incorrect responses and self-pacing on the rest of the trials. On the CI task the first 10 trails were set to 6-second fixed PIFIs and thereafter to 3-second fixed PIFIs on error trials and self-pacing on the rest of the trials. One-way analyses of variance were used to determine differences among the means of the groups studied with results considered significant at the.05 level. On the CF task, although time to criterion on the mixed and self-paced PIFIs were not significantly different, learners in the mixed PIFI group completed the task more quickly than those in the fixed PIFI group. There were no significant differences between groups on trials to criterion. On the CI task, although mixed and fixed PIFIs were not significantly different for trials to criterion, learners in the mixed PIFI group used fewer trails to solve the problems than those in the self-paced group. There were no significant differences between groups in time to criterion. Findings indicated that on the CI task, the mixed PIFI tested might be the compromise needed to reconcile the theoretical and practical dilemma of needing longer PIFIs for absorption and shorter PIFIs for subject satisfaction. Further research examining the composition of the mixed PIFI is needed.

Extent

168 p.

Comments

Thesis (Ed.D.)--Florida Atlantic University, 1989.|College of Education|FAU Electronic Theses and Dissertations Collection|Thesis (Ed.D.)--Florida Atlantic University, 1989.

Identifier

FADT11938

Format

pdf

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