This study compared two types of self-instructional tests used as adjuncts to an expository text. One type of test (Pure Self-Test) incorporated two types of items, one assessing and remedying errors of memory and the other assessing and remedying errors of understanding. The other type of self-instructional test (Mixed Self-Test) was composed of a single type of complex question requiring answers involving memory plus understanding; remedial feedback was likewise mixed. Forty-eight high school sophomores were divided into three groups: One group studied the expository text alone (Basic Text Group), one studied the text plus the Pure Self-Test, and one studied the text plus the Mixed Self-Test. Five days later, each group was given a criterion test composed of the two self tests sans answers. There were no significant differences among groups on total criterion test scores, but the Pure Self-Test Group did best on the pure items and the Mixed Self-Test Group did best on the mixed items. The Basic Text Group did well on the pure recall items, fair on the mixed, recall-and-memory items but poorly on the pure understanding items. The generality of these findings is limited by the fact that none of the three lesson formats were highly effective. (Author).

International annotated bibliography on the application of programmed instruction to vocational training and the learning of languages - includes USA research abstracts, teaching methods and training centres, periodicals on the psychological aspects of education, directories of information sources, and references.

Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society is a collection of brief, personal, original essays, ranging in length from 2500 to 3500 words, in which leading academic psychologists describe what their area of research has contributed to society. The authors are true stars in the field of psychology. Some of their work (for example, Elizabeth Loftus’s studies of false memories, Paul Ekman’s research on facial expression, and Eliot Aronson’s “jigsaw,” or cooperative, classroom studies) is well known to the public. The research of others is less familiar to nonspecialists, but no less fascinating. The book is unique the world of textbook ancillaries in that it does not reprint writings. Rather, innovative psychological scientists clearly and entertainingly tell readers why their research matters and how their line of inquiry developed. The concept for the book came from the FABBS Foundation, a nonprofit educational foundation that supports the work of 22 scholarly societies that span the cognitive, psychological, behavioral, and brain sciences. The authors have volunteered their contributions. These authors have agreed that all grants, advances, and royalties and other financial earnings from this volume will go to the FABBS Foundation to support their educational mission.