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AV communication review

, Volume 13, Issue 1, pp 88–91 | Cite as

Research abstructs

  • Loran C. Twyford
  • Paul R. Wendt
  • William H. Allen
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  • 12 Downloads

Conclusions

(1) The experiment failed to demonstrate any differences between treatments in efficiency for learning to pronounce except for possible lower efficiency on the part of the long delay condition. (2) The three age groups were approximately equal in ability to improve, but the college group did not retain improvement as well as the high school groups. (3) Convergent evidence indicated that classroom instruction contributed importantly to progress in learning to pronounce.

Keywords

Time Score Research Memorandum Proficiency Score High School Group Real Equipment 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Association for Educational Communications and Technology 1965

Authors and Affiliations

  • Loran C. Twyford
    • 1
  • Paul R. Wendt
    • 2
  • William H. Allen
    • 2
  1. 1.New York State Education DepartmentUSA
  2. 2.Southern Illinois University

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