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Biomedical subjects

D G Born

Publications and source records attributed to D G Born.

5 recordsLinked to original sources
PubMed1974

Amount and distribution of study in a personalized instruction course and in a lecture course.

The rapid proliferation of courses based on Keller's Personalized System of Instruction (PSI) calls for a prompt evaluation of the relative costs involved in PSI and more traditional forms of college instruction. To determine the cost in student time required by a course taught with PSI relative to lecture, students did their studying in a special Study Center where course materials could be used but not removed. Students in the PSI section spent an average of about 50% more time in the Study Center (46 hr) than did students in the lecture section (30 hr), but that difference was made up by the lecture students spending an average of 20 hr attending lectures. Thus, total preparation time was about the same. PSI students scored slightly higher on common course exams, and while college entrance exam scores correlated highly with course exam scores, Study Center time was reliably related to course exam score only for PSI students. An analysis of the study records of individual students revealed that PSI produced fairly regular patterns of study by all students, while lecture students varied greatly in their patterns.

Journal Article↗
PubMed1972

Examination performance in lecture-discussion and personalized instruction courses.

Students enrolled in a Psychology of Learning course were assigned to either a lecture section, one of two similar personalized instruction sections, or a fourth section that rotated across all three teaching procedures. All students took identical midterms and a final examination. After correcting test performance for differences in the cumulative grade point average of students in the four sections, examination performance of students in the personalized sections was found to be superior to that of students in the lecture section. An analysis of class section examination performance by item type revealed that students in the lecture section scored lower on all item types, but the greatest differences occurred on items that required written responses (essay and fill-in items) rather than recognition responses (multiple choice items). A gross analysis of student performance in the class rotated across the instructional procedures suggests that personalized instruction had its greatest impact on students with "average" to "poor" academic records.

Journal Article↗
PubMed1969

Conditional discrimination learning in the pigeon.

Four pigeons received conditional discrimination training in which reinforcement contingencies were related to specific combinations of color and form, but were unrelated to either color or form considered separately. During discrete-trial training, each response in the presence of two of four color-form displays produced reinforcement and terminated the trial; responding to the other two displays was never reinforced, and each such response prolonged the particular trial on which it occurred. Subsequently, the subjects received multiple-schedule training in which responding to either of the displays previously associated with reinforcement was now reinforced on a variable-interval schedule, and extinction was the schedule again correlated with the other two displays. After differential responding to the stimuli was clearly evident, intensity of the combination displays was changed in subsequent training sessions. Complex stimulus control was generally maintained across variation in intensity, although there were temporary disruptions in performance associated with onset of some of the intensity changes. Finally, a component-stimulus test revealed considerably more responding to the forms than to the colors.

Journal Article↗
PubMed1969

Stimulus control acquired by components of two color-form compound stimuli.

Four pigeons were trained to respond on one of two keys in the presence of one color-form display, and on the other key when a second color-form display was present. Both responses were maintained on a 2-min variable-internal schedule of reinforcement. Subsequently, stimulus control acquired by components of the compound stimuli was determined by brief test probes in which the colors and forms separately, and in novel combinations, appeared on the display screen. When either color component was present, both choice of response key and response rate were like responding to the training compound display containing that color. When the forms were presented separate from the colors, generally low and comparable rates of responding occurred on both keys.

Animals↗