Effects of Feedback, Learner Control, and Cognitive Abilities on State Anxiety and Performance in a Computer-Assisted Instruction Task.
暂无分享，去创建一个
[1] P. Campeau. Test anxiety and feedback in programmed instruction. , 1968, Journal of Educational Psychology.
[2] M D MERRILL. TRANSFER EFFECTS WITHIN A HIERARCHICAL LEARNING TASK AS A FUNCTION OF REVIEW AND CORRECTION ON SUCCESSIVE PARTS. CONTRACT NONR 3985(04). TECHN REP NO. 5. , 1964, Protein alterations in erythrocytes at low temperatures. Bjorksten Research Foundation.
[3] Ruth B. Ekstrom,et al. MANUAL FOR KIT OF REFERENCE TESTS FOR COGNITIVE FACTORS (REVISED 1963) , 1963 .
[4] L. Ehri,et al. Cognitive Style and Reasoning about Speed. , 1974 .
[5] R. A. Bottenberg,et al. APPLIED MULTIPLE LINEAR REGRESSION , 1964 .
[6] G. Miller. The Psychology Of Communication , 1967 .
[7] R. Cattell. CHAPTER 2 – Anxiety and Motivation: Theory and Crucial Experiments1 , 1966 .
[8] C. Spielberger,et al. Manual for the State-Trait Anxiety Inventory , 1970 .
[9] Joe H. Ward,et al. Introduction to linear models , 1974 .
[10] C. Victor Bunderson,et al. The Interaction of Associative Memory and General Reasoning with Availability and Complexity of Examples in a Computer-Assisted Instruction Task. , 1971 .
[11] C. Spielberger. Theory and research on anxiety , 1966 .
[12] D N Hansen,et al. Anxiety, drive theory, and computer-assisted learning. , 1970, Progress in experimental personality research.