Structure and Sequence in Teaching Number Bases To Adults

Abstract

Subjects were 96 adults unfamiliar with number bases and ranging in age from 23 to 53. They were randomly assigned to four differentially structured introductory material (history of measure ment, base ten, base seven, or principles of number bases) and three differentially sequenced learning task (random, partial, or complete) conditions within four intelligence and two sex cate gories. Subjects (Ss) were individually presented the base four task in paired associate form after they had received the programmed introductory material. The effect of the introductory material appeared to be greater for Ss with superior intelligence. The com pletely sequenced learning task resulted in a more rapid acquisi tion of the learning task. Reliable differences among the intelli gence categories and between sexes were also observed.