ERRORLESS LEARNING AND PROGRAMMED INSTRUCTION: THE MYTH OF LEARNING CURVE 901
902
MURRAY SIDMAN
ERRORLESS LEARNING AND PROGRAMMED INSTRUCTION: THE MYTH OF LEARNING CURVE 903
904
MURRAY SIDMAN
ERRORLESS LEARNING AND PROGRAMMED INSTRUCTION: THE MYTH OF LEARNING CURVE 905
906
MURRAY SIDMAN
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Murray Sidman
Figure 14. On the left side are two items from a monetary program. On the right side are the same two items with many of the words blacked out (from Holland & Kemp, 1965).
another and compared the number of errors each group made. The median error rate of the two groups was almost identical. Blacking out two thirds of the words in this program had little or no effect on the readers’ ability to answer. Is it really a teaching program at all?
In our Neuroanatomy program, after a near-final revision, we gave the program to a group of medical students who were just beginning the Neuroanatomy course. As they went through the program in class, we observed them becoming very disturbed— grumbling, moving about noisily, and asking questions in hostile tones. The problem finally became clear when some of them spoke out directly, “This is too easy; you must be trying to fool us; you said this was not going to be a test; what is the catch?” They were making no mistakes in going through our material, so how could they be learning anything? Learn- ing had to be difficult. They rated teachers as “good” if they threw difficult material at them and made them work to learn it.
They could not conceive of the possibility that a teacher might be trying to teach, to arrange conditions so effectively that learning might take place errorlessly. But soon the grumbling stopped; they eventually found themselves do- ing the items shown in Figure 15 and in Figure 16 without ever having made a mistake in the previous 40 items. They discovered that they really were learning, but in a way they had never experienced before, and they relaxed.
Over 40 years, more than 150,000 learners used this text. Although rarely recognized by medical educators as a useful teaching tool, our Neuroanatomy program became an un- derground favorite of medical students. We had promised a second volume, a promise we were unable to keep, and we have received scores of letters from students thanking us for the first volume and volunteering to be subjects during the tests for Volume 2. (Un- fortunately, the publisher let the book go out of print recently in favor of an unauthorized revision that no longer applies basic program- ming principles. We do hope to make the original version available again.)
Figure 15. Item 41 from a Neuroanatomy program (from Sidman, R. & Sidman, M., 1965).
Figure 16. Item 41 from the Neuroanatomy program.
ERRORLESS LEARNING AND PROGRAMMED INSTRUCTION: THE MYTH OF LEARNING CURVE 907
908
MURRAY SIDMAN
909
910
MURRAY SIDMAN
REMARKS ON RESEARCH TACTICS AND PHILOSOPHY OF SCIENCE
911
912
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REMARKS ON RESEARCH TACTICS AND PHILOSOPHY OF SCIENCE
913
914
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REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
915
916
MURRAY SIDMAN
REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
917
918
MURRAY SIDMAN
REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
919
920
MURRAY SIDMAN
REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
921
922
MURRAY SIDMAN
REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
923
924
MURRAY SIDMAN
REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
925
926
MURRAY SIDMAN
REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
927
928
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REPLY TO COMMENTARIES ON “REMARKS” COLUMNS
929
930
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931
932
MURRAY SIDMAN
INSOLVED PUZZLES: WHERE TO FIND THEM?
933
934
MURRAY SIDMAN
INSOLVED PUZZLES: WHERE TO FIND THEM?
935
936
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INSOLVED PUZZLES: WHERE TO FIND THEM?
937
938
MURRAY SIDMAN
WHY MATHEMATICAL TREATMENTS OF OPERANT BEHAVIOR?
939
940
MURRAY SIDMAN
WHY MATHEMATICAL TREATMENTS OF OPERANT BEHAVIOR?
941
942
MURRAY SIDMAN
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Textos produzidos durante os anos em que o autor foi orientador acadêmico e amigo pessoal de Paula Braga-Kenyon e Meca Andrade.
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