Procedure Learning and Display Motion

The learning effects of display motion in procedural learning tasks were examined in two studies. In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The resu...

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1. Verfasser:	Spangenberg, Ronald W
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Sprache:	eng
Schlagworte:	Audiovisual Aids Cues Instructional Films Learning Processes Mechanical Skills Motion Perceptual Motor Learning Responses Task Performance Videotape Recordings Visual Stimuli
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creator	Spangenberg, Ronald W
description	The learning effects of display motion in procedural learning tasks were examined in two studies. In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The results showed a superiority of the motion condition. The second study was designed to test the hypothesis that motion functions so as to cue the critical elements of the display. Cuing arrows were added to the videotapes to show the direction of motion. The results again showed the superiority of the motion condition. No effect was attributable to the cuing arrows, and no interaction was observed. For the motion conditions, significantly less time was required to perform the task in both trials. (Author/JY)
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In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The results showed a superiority of the motion condition. The second study was designed to test the hypothesis that motion functions so as to cue the critical elements of the display. Cuing arrows were added to the videotapes to show the direction of motion. The results again showed the superiority of the motion condition. No effect was attributable to the cuing arrows, and no interaction was observed. For the motion conditions, significantly less time was required to perform the task in both trials. (Author/JY)</description><language>eng</language><subject>Audiovisual Aids ; Cues ; Instructional Films ; Learning Processes ; Mechanical Skills ; Motion ; Perceptual Motor Learning ; Responses ; Task Performance ; Videotape Recordings ; Visual Stimuli</subject><creationdate>1971</creationdate><tpages>14</tpages><format>14</format><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,687,776,881</link.rule.ids><linktorsrc>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED047537$$EView_record_in_ERIC_Clearinghouse_on_Information_&_Technology$$FView_record_in_$$GERIC_Clearinghouse_on_Information_&_Technology$$Hfree_for_read</linktorsrc><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED047537$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Spangenberg, Ronald W</creatorcontrib><creatorcontrib>Human Resources Research Organization, Alexandria, VA</creatorcontrib><title>Procedure Learning and Display Motion</title><description>The learning effects of display motion in procedural learning tasks were examined in two studies. In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The results showed a superiority of the motion condition. The second study was designed to test the hypothesis that motion functions so as to cue the critical elements of the display. Cuing arrows were added to the videotapes to show the direction of motion. The results again showed the superiority of the motion condition. No effect was attributable to the cuing arrows, and no interaction was observed. For the motion conditions, significantly less time was required to perform the task in both trials. (Author/JY)</description><subject>Audiovisual Aids</subject><subject>Cues</subject><subject>Instructional Films</subject><subject>Learning Processes</subject><subject>Mechanical Skills</subject><subject>Motion</subject><subject>Perceptual Motor Learning</subject><subject>Responses</subject><subject>Task Performance</subject><subject>Videotape Recordings</subject><subject>Visual Stimuli</subject><fulltext>true</fulltext><rsrctype>text_resource</rsrctype><creationdate>1971</creationdate><recordtype>text_resource</recordtype><sourceid>GA5</sourceid><recordid>eNrjZFANKMpPTk0pLUpV8ElNLMrLzEtXSMxLUXDJLC7ISaxU8M0vyczP42FgTUvMKU7lhdLcDDJuriHOHrqpRZnJ8QVFmbmJRZXxri4GJuamxubGBKQBrZIkcg</recordid><startdate>19710324</startdate><enddate>19710324</enddate><creator>Spangenberg, Ronald W</creator><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>19710324</creationdate><title>Procedure Learning and Display Motion</title><author>Spangenberg, Ronald W</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-eric_primary_ED0475373</frbrgroupid><rsrctype>text_resources</rsrctype><prefilter>text_resources</prefilter><language>eng</language><creationdate>1971</creationdate><topic>Audiovisual Aids</topic><topic>Cues</topic><topic>Instructional Films</topic><topic>Learning Processes</topic><topic>Mechanical Skills</topic><topic>Motion</topic><topic>Perceptual Motor Learning</topic><topic>Responses</topic><topic>Task Performance</topic><topic>Videotape Recordings</topic><topic>Visual Stimuli</topic><toplevel>online_resources</toplevel><creatorcontrib>Spangenberg, Ronald W</creatorcontrib><creatorcontrib>Human Resources Research Organization, Alexandria, VA</creatorcontrib><collection>ERIC</collection><collection>ERIC - Full Text Only (Discovery)</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Spangenberg, Ronald W</au><aucorp>Human Resources Research Organization, Alexandria, VA</aucorp><format>book</format><genre>document</genre><ristype>GEN</ristype><ericid>ED047537</ericid><btitle>Procedure Learning and Display Motion</btitle><date>1971-03-24</date><risdate>1971</risdate><abstract>The learning effects of display motion in procedural learning tasks were examined in two studies. In the first study, two videotapes with identical sound tracks were constructed--one using the recorded television camera motion, the other substituting a parallel series of still camera shots. The results showed a superiority of the motion condition. The second study was designed to test the hypothesis that motion functions so as to cue the critical elements of the display. Cuing arrows were added to the videotapes to show the direction of motion. The results again showed the superiority of the motion condition. No effect was attributable to the cuing arrows, and no interaction was observed. For the motion conditions, significantly less time was required to perform the task in both trials. (Author/JY)</abstract><tpages>14</tpages><oa>free_for_read</oa></addata></record>
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subjects	Audiovisual Aids Cues Instructional Films Learning Processes Mechanical Skills Motion Perceptual Motor Learning Responses Task Performance Videotape Recordings Visual Stimuli
title	Procedure Learning and Display Motion
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