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Interactions of Attitudes and Associative Interference in Classroom Learning

William L. Mikulas
The Journal of Experimental Education
Vol. 39, No. 2 (Winter, 1970), pp. 49-55
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20157175
Page Count: 7
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Interactions of Attitudes and Associative Interference in Classroom Learning
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Abstract

Ss were tested on their knowledge, attitude, and prior experience toward one of two topics. Then they were assigned a reading or given a lecture on the relevant topic and retested after 2 days and 6 weeks, with half of the Ss given feedback after the second test. Analyses determined to what extent the following variables affected changes in attitudes and factual knowledge: topic, mode of instruction, feedback, prior attitude, prior factual knowledge, prior experience, and evaluation of the lecture or readings.

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