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of t:1ese
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43.
,*
C.
A couple has a better probability for a hAPPY marriage if
they are
in factors such as personality, education,
and religion.
compatible (ER)
*
D.
*
An engagement should last _________________________________________ •
long enough for the couple to know each other (ER)
23. Now co~sider the influence of the parents' relationship
uoon development. For example, the constant fi~hting of
parents does not lead to a secure environment for the child.
It was shown in an earlier unit th~t a child needs a
environment for opti~al develooment.
*
secure
24. So a child will not achieve optimal development if his
parents are constantly
•
*
fi2;hting
25. Furthur, parents who arp angry sometimes project their
an~er upon t~eir children and punish them for no reason.
Therefore, parents who constanly fi~ht might unjustly
theeir children.
*
punish
26. So it can be seen that relations between parents which
aren't secure effect the child's
---_.
*
development
27. Furthur, the influpnce of the parental relations on
development are long-lasting. Many adults can trace the cause
of some of their problems baCK to friction between their
-------------------------*
parents
28. So we can see that an im!)ortant factor in child
is having well-adjusted
*
parents
dev~lopment
·'
I·
.
,
,
...... /
QUESTIONS OF
FACTU~L
RE0ALL
1.
The nuclear family consists of
A. father and mother
B. grandparents
C. children
D. A and Conly
E. all of the above
2.
A reason for theshift to the smaller nuclear family is
A. a higher divorce rate
&. greater mobility
C. shift in sex roles
D. none of the above
3.
The decision to marry should be based on
A. a need for security
B. physical attraction
C. a mature decision
D. "love at first sight"
4.
The period of courtship should last
A. 3 months
B. 16 mont~s
C. 2 years
D. none of the above
5.
If
on
A.
B.
C.
D.
6.
If a couple was ar-!,uing about which of two churches to baptize
their daughter at, the best way to resolve t~e conflict
would be through the use of
A. research
B. counseling
C. education
D. none of the above
7.
Culturally disadvantaged children may suffer not only from
a laCK of intellectual sti~ulation but also
A. inferior genetic make-up
B. lack of ambition
C. poor parental relations
D. none of the above
we want to assess the effects of financial deprivation
marriage, we would use the technique of
education
survey analysis
research
counseling
1_\ "-"'i.
\
8. A factor of family life w'lich has not changed ts
A. how stable the family is
B. which parent provides financial supoort
C. the size of the family
D. a shift in parental role
9.
Accordin~ to t'lis program, a poorly adjusted adult may be
reflecting
A. incompatability of his parents
B. insecurity of employment
C. poor awareness of environment
D. lack of variety of interests
Answers
1.
2.
3.
4.
D
B'
C
D
5. C
6.
7.
8.
9.
B
C
B
A
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SOC 1 Hl i?'c tor
"13+;ir; f"l-·+.or
'~~n'
o
,
.:,-'-
I,
1
,
;
elL:' .
FIELD TEST ON EARLY
FRAME
% correct
1.
2.
3.
4.
5.
6.
100
100
100
100
100
90
100
100
100
100
90
100
lOr)
laO
80
A.
B.
7.
B.
9.
10.
11.
12.
13.
14.
15.
16.
A.
C.
D.
E.
lon
90
A.
B.
29.
30.
100
100
100
100
100
10 0
100
100
lor!
100
lon
100
9()
c.
2B.
FRAME
31.
32.
33.
34.
35.
36.
37.
39.
40.
4l.
42.
D.
lon
100
100
90
100
lon
90
(N=10)
BO
A.
B.
1.
2 •.
3.
4.
5.
6.
7.
8.
DEVELOPMENT
% correct
100
100
100
100
100
90
A.
10i,
B.
c. 100
3B.
lon
B.
17.
18.
19.
20.
21.
22.
?3.
24.
25.
26.
27.
C~nLDqOOD
100
100
100
100
100
100
100
100
100
100
100
100
100
100
Overall correct response=99.0%
7,\
I
FIELD TEST OF MIDDLE CHILDHOOD DEVELOPMENT
FRAME
% correct
1'.
2.
3.
4.
5.
6.
7.
8.
9.
10:
A.
B.
c.
D.
E.
11.
12.
13.
14.
15.
A.
B.
16.
17.
18.
19.
20.
21.
22.
23.
24.
A.
B.
C'.
25.
26.
27.
28.
29.
30.
100
100
100
100
100
100
100
100
100
77
100
100
100
100
85
92
92
-85
77
85
85
100
100
92
77
100
100
100
100
100
72
100
-92
100
100
92
100
FRAME
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42 ..
43.
44.
45.,
% correct
92
100
85
92
92
100
100
100
100
85
100
100
100
92
A. 92
a. 100
c •. 100
D. 100
E. 100
Review
Questions
1.
2.
3.
4.
5.
6.
7.
8.
100
92
100
100
100
100
100
92
Over-all correct response=93%
(N=13 )
.
FIELD TEST OF DEVELOPMENTAL INFLUENCES OF THE FAMILY (N=lO)
FRAME
1.
2.
3.
4.
5.
6.
7.
% correct
B.
9.
10.
11.
12.
13.
A.
B.
c.
D.
E.
14.
15.
16.
17.
lB.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
A.
B.
c.
100
90
100
100
90
90
100
100
100
100
100
80
100
100
100
FRAME
30.
3l.
32.
33.
34.
35.
36.
37.
3B.
A.
B..
c.
100
100
100
90
90
100
100
90
100
100
100
Review
Questions
lOr)
lOO
100
90
100
100
1.
2.
3.
4.
lrtO
6.,
90
100
100
100
100
100
100
100
% correct
s.
7.
B.
9.
100
100
100
100
100
100
100
100
100
100
80
100
90
A.
B.,
c.
D.
l00
100
100
100
Over-all correct response=98%
--J
:<
I,).
Flt::LD TEST OF DEVELOPMENTAL INFLUENCES OF TEACHING (N=lO)
FRAME
% correct'
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
lB.
A.
B.
A.
B.
C•.
19.
20.
21.
22.
23.
24 •.
25.
26.
A.
B.
C.
D.
27.
2B.
29.
30.
100
90
'90
80
100
90
100
100
80
90
100
70
100
100
100
100
100
100
100
90
100
80
100
100
90
100
100
90
100
100
100
100
100
100
100
100
FRAME
3132.
33.
% correct
A.
!.<
C.
D.
34 ..
35.
36.
37.
38.
39.
40.
4142.
43.
44.
45.
A.
B.
A.
B,.
90
100
100
70
100
70
100
100
100
100
90
70
80
90
100
100
100
90
100
100
Review
Questions
1.
2.
3.
4.
5.
6.
7.
B.
9.
100
100
100
100
100
100
100
100
100
Over·all correct response=94.7%
-'/'-i .
FIELD TEST ON INTELLECTUAL_DEVELOPMENT (N=12)
FRAME % correct
100
1.
100
2.
3.
75
100
4.
100
5.
83
6.
100
7. A.
100
B.
91
c.
100
8.
100
9.
10.
83
Sl
11.
12.
100
13.
100
100
14.
100
15.
16. A.
100
100
B.
c. 100
83
D.
100
17.
100
18.
83
19.
75
20.
83
21. A.
100
B'.
100
22.
100
23.
24.
91
100
25.
83
26.
27.
91
100
28. A.
100
B.
29.
30.
c.
lon
FRAME % correct
31.
91
32.
100
33.,
100
34.
75
100
35.
36.
100
37. A.
100
91
.a •.
83
c.
100
D.
38.
100
100
39.
100
40.
41'.
100
42.
100
43.
100
44.
100
45.
100
100
46.
47. A •.
100
B.,
100
Review
Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
100
83
100
75
100
100
100
83
91
100
100
Over-all correct response=96%
Appendix B
Test results for Experimental group •••••••••••• 77
Test results for Control group •••••••••••• o • • • • 78
Student response to programmed units ••••••••••• 79
TEST !'.ESL'LTS FOR EXPERIMENTAL GROUP
Student
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21-.
22.
23.
24.
25.
26 •.
27.
28.
29.
30.
31.
32.
Test 1
45
45
63
55
56
53
51
59
48
54
51
58
63
71
63
60
56
40
57
62
53
53
37
49
63
45
49
45
58
55
59
56
Test 11
46
50
67
53
57
48
46
60
49
49
50
49
68
68
55
57
62
38
51
64
56
45
41
44
55
52
51
52
59
49
42
39
TEST RESULTS FOR CONTROL GROUP
Student
1.
2.
3.
Test 1
65
62
66
4.
60
5.
42
6.
60
60
58
60
45
54
54
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
2l.
22.
23.
52
62
56
62
48
64
58
60
63
63
47
24.
64
25.
55
67
63
49
63
26.
27.
28.
'?9.
30.
31.
32.
33.
34.
35.
36.
37.
Test
11
65
56
62
54
42
54
50
64
44
49
52
52
52
62
52
50
53
58
66
63
59
59
40
53
52
66
60
46
57
61
68
49
49
49
59
46
46
44
58
48
44
68
51
51
57
STUDENT RESPOOSE TO PROGRA1'-111ED UNITS
I scored low on the tests, but still may have scored lower without
Student 1:
programs.
Student 2:
I can't answer yes or no at this time. I thought they would help.
I did every one as I got them and went over them before the test. Besides
that I reviewed other materials and got a C- on the test.
Student 3:
I would like to commend you on your work on the programs. I was
fascinated how anyone could do such a good and thorough job of making
out the programs. I feel they helped me greatly in understanding parts
of the chapters which I otherwise would have probably read over. I wish
you could make out programs for our last five chapters -- very helpful.
Student 4:
Usually programming helps me in testing however for some reason-my second test score was much lower ~~an the first test.
Student 5:
My test score improved and I feel as though the programs made
studying easier as it seemed to show the natural organization of the
chapter. For my own interest I was wondering what you plan to do as a
control for the Hawthorn effect?
Student 6:
The chapters for the second test were easier to understand than
the chapters for the first with or without the programs.
Student 1:
They did help some but they didn't cover a lot of the points that
were on the test.
Student 8:
My test score improved. However, I still missed quite a few
on the text part of the exam. The improvement came in the part that
covered the lecture notes.
Student 9:
The grade doesn't seem to agree. I scored a letter grade lower
on this second test than I did on the first test and the day I took the
first one I was sick. I could have guessed as well as I did on this
second test. It's rather discussing because I wasted a substantial
amount of time studying for it.
Student 10: It might have been more beneficial if I had studied and looked
over them for the test.
Student 11: The programmed units should be available to students in all classes.
Although my score was not raised appreciably, I felt the test was easier
to work through because I understood more.
Student 12: I got the feeling that sometimes you called for answers which you
had not sufficiently prepared for in the previous explanatory material.
Student 13: I felt that the programs weren't as complete as they should have
been. In some instances certain details were omitted in the program that
were important on the test. I felt that the Chapter 6 program was exceptional.
"1!.
-
Student 14: Helped a lot to get overall characteristics of that particular
section. Felt there was an overly great amount of repetition--although
that was the method. Perhaps repeated once would be better.
Student 15: I thought they would however after reading all chapters and doing
all programmed units, I didn't do very well on the test.
Student 16: I thought by studying the programs after working them, I had
learned quite a bit, plus the reading in the text. But by the looks of
the test after studying and working the programs something was lost.
I did feel that I learned from them.
"
I'
\
\
I..n2-if)
Student 17: For some reason it didn't~ I read the text and had little
difficulty with the programs but all of my questions missed were over
the text section of the test.
-