A Relatively Painless Method of Introduction to the Psychological Literature Search

were obtained between the number of WlSC tests administered by Experimental group members and performance on both outcome measures (rs = .86 for the cognitive exam and .76 for the performance exam). This result indicates that students who had administered more tests generally obtained higher examination scores. The students in the Experimental group who were asked to repeat the performance exam had administered the fewest practice WlSC tests. A second conclusion is that a minimum number of scored protocols should be submitted for evaluation. A signif icant correlation (.73) was found between the number of protocols submitted and the cognitive examination scores of the Experimental group. Further, the mean of the Traditional group was significantly higher on one performance examination item (Accuracy of Scoring Procedures) than the mean of the Experimental group. The mean number of protocols submitted for evaluation by the Experimental group was 4.73 (range = 0 to 14) and three handed in none, while all of the Traditional group members submitted the fifteen required. Submitting and receiving feedback on protocols appears to increase the accuracy of scoring procedures. It appears that some Experimental group members were motivated to perform successfully and others weren't. The people who scored high on the cognitive and performance examinations were, for the most part, the same people who administered the highest number of WlSC tests, handed in the largest number of protocols for evaluation, and arranged more interviews with the instructor. Perhaps these people didn't "need" minimum requirements because their internal motivation prompted them to develop competency on their own. It is for those students who apparently didn't feel this motivation that the minimum requirements are necessary. Based on the findings of this study, instructors of the WlSC could justifiably record their lectures on audiotapes and the WlSC demonstrations on videotapes, assign a number of texts and handouts, give a full-day workshop, and expect student performance on two outcome measures to be not s~gnificantly different than if they had attended class regularly and presented the information "in person." The finding that minimal contact hours are needed for the effective transmission of information increases instructor flexibility and allows for the redeployment of faculty time. Discussions of current testing issues and problems seminars, conferences, and feedback sessions are options. The possibilities for reallocation of time are limited only by the needs and imagination of the individual instructor.