Show simple item record

dc.contributor.authorPienkowski, Nathanen_US
dc.date.accessioned2014-03-14T20:07:28Z
dc.date.available2014-03-14T20:07:28Z
dc.date.issued2002-02-01en_US
dc.identifier.otheretd-02152002-152936en_US
dc.identifier.urihttp://hdl.handle.net/10919/26204
dc.description.abstractPrior research indicates that cueing or priming an individual prior to exposing them to a basic stimulus, either visual or verbal, will direct their perception and attention toward specific aspects of that stimulus. Furthermore, it suggests that those aspects of the stimulus that are attended or perceived may be related by the extent to which they afford the resolution of a problem, need, or state invoked by the cued phenomenon. The purpose of this study was to determine whether similar results would be found using content of a greater scale. In other words, the purpose was to determine whether the same cueing and priming results found using words and phrases would apply using entire instructional modules. Specifically, this study attempted to determine whether cuing individuals to an expected outcome performance prior to instruction would cause them to focus on those parts of the instruction needed to succeed on the outcome performance. It was hypothesized that prior cuing would result in superior performance on a transfer problem. Similarly, it was also hypothesized that, since the learner's attention would be directed toward specific parts of the instruction to the neglect of others, overall memory retention would be diminished for learners that were cued. To test these hypotheses, an experimental design was used with two overall groups: one receiving prior exposure to a transfer problem and one not. In addition, in order to avoid the possibility that any results could be generalized only to the subject matter being taught, two different subject domains were used: statistics and biology. Therefore, 115 undergraduate students were randomly assigned to one of four groups: (a) a statistics group receiving prior exposure to a transfer problem; (c) a statistics group without prior exposure to a transfer problem; (b) a biology group receiving prior exposure to a transfer problem; (d) a biology group without prior exposure to a transfer problem. Following instruction, each group received the transfer problem and recall test appropriate for the subject area covered during their instruction (statistics or biology). The resulting data was analyzed using two ANOVAs, one for retention and one for transfer. Neither ANOVA yielded significant results. Hence, the results reported in this study do not support either hypothesis.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartNathansfinal.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectinstructional sequenceen_US
dc.subjectcueingen_US
dc.subjecttransferen_US
dc.subjectprimingen_US
dc.titleThe Effects of Cueing Learners to a Transfer Problem Prior to Instructionen_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairMoore, David Michaelen_US
dc.contributor.committeememberPotter, Kenneth R.en_US
dc.contributor.committeememberSingh, Kusumen_US
dc.contributor.committeememberCennamo, Kathyen_US
dc.contributor.committeememberBurton, John K.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-02152002-152936/en_US
dc.date.sdate2002-02-15en_US
dc.date.rdate2003-03-05
dc.date.adate2002-03-05en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record