PubMed Health⌕ Search

Biomedical subjects

D E Bostow

Publications and source records attributed to D E Bostow.

8 recordsLinked to original sources
PubMed1995

Level of interactivity of videodisc instruction on college students' recall of AIDS information.

Experiment 1 confirmed the greater effectiveness of constructed-response interactive videodisc instruction when compared to a click-to-continue or passive viewing formats on posttest recall of AIDS information by 101 college students. Experiment 2 extended the analysis using a counterbalanced (ABAB-BABA) intrasubject design with 4 students in each of three ability groups. The necessity of constructing answers appears to be an important factor in the effectiveness of instructional programs.

Acquired Immunodeficiency Syndrome↗
PubMed1993

Efficacy of interactive, automated programmed instruction in nutrition education for cancer prevention.

Ninety-two undergraduates were assigned into groups to evaluate the effectiveness of interactive, computer-delivered programmed instruction for nutrition education on the topic of diet and cancer compared to traditional passive modes of instruction. Students were monitored for knowledge gains by means of a single 50-item test and an application task, using a 4-day diet record, administered 4 weeks prior to and 3 weeks after intervention. Results indicated that although subjects in the interactive group took nearly twice as long to complete the program, having the opportunity to respond to program blanks, this group produced significantly greater knowledge gains and lowered their fat intake by 41.8% compared to 26.1% reduction in fat intake in the noninteractive computer group and 18.6% in the passive prose text groups. Results suggest that interactive, computer-delivered, programmed instruction can be a very important adjunct to health care and cancer prevention programs at high schools and university settings.

Adult↗
PubMed1991

Computer-programmed instruction: The relation of required interaction to practical application.

Computers were used to evaluate the effects of supplying answers to programmed instruction frames. A group experimental design compared passive reading, covert responding to frame blanks, and actively typing answers to blanks with and without immediate confirmation of correctness. Effects of a 315-frame program, teaching elements of programmed instruction design, were evaluated by analyzing answers to posttest generalization questions and an application test. Results strongly supported the effectiveness of requiring the student to supply fragments of a terminal repertoire while working through a program. Students who could either covertly respond to frame blanks or who were required to type frame answers performed significantly better on the frame generalization posttest and, more importantly, carefully followed program rules when preparing elements of a new instructional program.

Journal Article↗
PubMed1973

A comparison of two college classroom testing procedures: required remediation versus no remediation.

Forty one subjects from a 10-week introductory course in Educational Psychology were randomly divided into two experimental groups. All students took weekly quizzes over content material. Members of one group received little or no academic credit if they performed at less than 90% on a weekly quiz, but could earn additional credit by taking a weekly remedial quiz. Members of the second group also took the initial weekly quizzes, but retained their raw scores and were not permitted to take the weekly remedial quizzes. Performance on a 100-item multiple-choice comprehensive final revealed a statistically significant and educationally important difference between the two groups, the required-remediation group scoring an average of one-half letter grade higher.

Journal Article↗
PubMed1971

A comparison of students studying-behavior produced by daily, weekly, and three-week testing schedules.

Time spent in contact with academic course materials as a function of two testing schedules was measured using college undergraduates in an introductory educational psychology course. A within-subject (ABAB) design was employed with all subjects to allow for both individual and group analyses. A study room equipped with an adjacent observation room enabled visual and auditory monitoring of student study behavior. Academic materials were exclusively available to students in the study room and records of durations and distribution of student study time were made by an observer behind a one-way mirror. Daily testing produced consistent duration of study behavior with regular attendance at the study room; weekly and three-week testing produced sporadic bursts of study behavior and frequent instances of non-attendance. The amount of study behavior occurring in weekly and three-week testing conditions increased as the test time drew near (scalloping). Results suggest that daily testing supports more consistent study patterns than do the two larger intertest intervals investigated.

Journal Article↗
PubMed1969

Modification of severe disruptive and aggressive behavior using brief timeout and reinforcement procedures.

Brief timeout for disruptive and aggressive behaviors and reinforcement for appropriate behaviors were used with two retarded patients in a state hospital ward setting. The procedures reduced loud vocal behavior in one patient and aggressive behavior in another to near-zero levels when first applied. The behaviors returned to previous levels when the procedures were removed and were again greatly reduced when timeout and reinforcement were reapplied. The results were significant because the behavior problems were severe and long-standing and the procedures were instituted without greatly disturbing normal ward routine.

Journal Article↗