ions. Competitive and Cooperative Instrnctional_Systems. The use of cooperative and competitive instructional lessons in which students work with one another has interesting possibilities for study with a computer- based interface. Arithmetic problems and word problems can be displayed to a group of students who work at individual stations in order to mani- pulate a group display. Each student can be given a particular problem- solving function, or they can challenge each other by setting problems into their stations for the others to solve. The recorded responses can be used both as a means for guiding instruction for the participants and for analyzing group learning by the researcher. Equipment Development Problems In considering those components of the laboratory that may form a part of the interface between the student and the subject matter, con- ventional devices such as keyboards or slide projectors and movies are assumed to be available when required by a particular experiment. These devices may require modification in order to be adapted to the particular system being developed; however, such modifications would be principally technical adjustments for the linking together of different items of equipment whereas the functional operation of such devices would be simi- lar to that normally defined for unaltered devices. For example, type- writers or typewriterlike devices are often used as computer input devices and although the operation of such typewriters is uniquely controlled by the computer, the actual manipulation of the keys and the responding of the typewriter to such manipulation is similar to that of a non-computercontrolled typewriter. The interface devices discussed below are special devices that appear to be uniquely suitable to the instructional process as has been described in this report. Such devices do not exist other than in a
[1]
W. L. Jenkins,et al.
Some design factors in making settings on a linear scale.
,
1949
.
[2]
Shuji Doshita,et al.
The Automatic Speech Recognition System for Conversational Sound
,
1963,
IEEE Trans. Electron. Comput..
[3]
Patrick Suppes,et al.
Modern Learning Theory and The Elementary-School Curriculum*
,
1964
.
[4]
H JACOBSON,et al.
The informational capacity of the human ear.
,
1950,
Science.
[5]
A. Liberman,et al.
Minimal Rules for Synthesizing Speech
,
1959
.
[6]
L. Nedelsky.
Introductory Physics Laboratory
,
1958
.
[7]
R. Karplus.
Beginning a Study in Elementary School Science
,
1962
.
[8]
F. S. Cooper.
Speech from stored data
,
1963
.
[9]
Morton Botel,et al.
Math workshop for children : general guide
,
1961
.
[10]
S. Brown.
Do College Students Benefit from High School Laboratory Courses
,
1958
.
[11]
Bernice Goldmark.
Geometry in the primary grades
,
1963
.
[12]
J. Richmond.
Handbook of Research Methods in Child Development
,
1961,
Pediatrics.
[13]
Gordon E. Peterson,et al.
Objectives and Techniques of Speech Synthesis
,
1960
.
[14]
W. L. Jenkins,et al.
The use of a joy-stick in making settings on a simulated scope face.
,
1954
.
[15]
Robert H. McKim,et al.
Human engineering guide to equipment design
,
1963
.
[16]
R. M. Walker,et al.
Speech Synthesis from Stored Data
,
1962
.
[17]
G. Bower.
An association model for response and training variables in paired-associate learning.
,
1962,
Psychological review.
[18]
Harry F. Olson.
Speech processing systems
,
1964,
IEEE Spectrum.
[19]
I. Pollack.
The Information of Elementary Auditory Displays
,
1952
.