An application of programmed learning to informative speech
Charles O. Tucker · Speech Monographs · 1964
Presumably other variables are also involved.However, it appears that, if informative messages which produce nearly total comprehension could be developed, two benefits would result.A detailed statement of the methods used should indicate variables to emphasize when there is a need to accurately predict what a whole audience is comprehending.Thus a contribution to the theory of informative speaking should result.The speech which produced nearly total comprehension would provide an experimental tool for evaluation of other speech techniques in a different and more tightly controlled manner than speeches with less than nearly total comprehension.The former provides a stimulus with a small range of scores on the whole message as well as a small range on each item.The effects of changing the conditions of the communications can thus be more specifically described than in the case of messages with more varied results.Three general purposes directed this research.Most important is an attempt to determine the effect of techniques of programmed learning upon the informative lecture.Because of the nature of the lecture situation, not all the essential characteristics can be applied to it.The concern here is for those elements which can be directly transferred from a programmed situation to a lecture situation.The second purpose is to obtain suggestive data on related variables involved in high comprehension lectures.Third, programmed lecture which obtains 90$ comprehension was attempted in this study.The subject matter chosen is consistent with the types of topics presented in a speech class and of a length which permits testing during a normal class period.These are conditions frequently relevant to experimental research in Speech.Hopefully the speech thus developed will be useful in continued research on high comprehension messages.Theoretic Considerations Programmed learning is frequently called technology.It is argued by individual programmers that they are applying a system of theory (one or more learning theories) to a particular instructional task.For example, Skinner, Holland and Gilbert explain their programs and programming system in relation to the theory of operant 2 conditioning and defend program characteristics on a theoretical basis.^B.F. Skinner, "The Science of Learning and the Art of Teaching," Harvard Education Review.2^:86-97, Spring, 195^; B. F. Skinner, "The Programming of Verbal Knowledge," Automatic Teaching: The State of the Art.(ed.) £. H. Galanter.(New York: