Sidney L. Pressey

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5 Texte von Sidney L. Pressey

Jahr	Abrufe	Text	Texttyp
1926	1, 2, 7, 6, 2, 8, 6, 1, 13, 12, 7, 5	A simple apparatus which gives tests and scores and teaches (Sidney L. Pressey) erschienen in Teaching Machines and Programmed Learning (Seite 35 - 41)	Text
1927	5, 1, 2, 2, 3, 5, 1, 1, 9, 7, 3, 2	A Machine for Automatic Teaching Of Drill Material (Sidney L. Pressey) erschienen in Teaching Machines and Programmed Learning (Seite 42 - 46)	Text
1932	10, 3, 2, 3, 3, 3, 2, 2, 5, 3, 5, 1	A Third And Fourth Contribution Toward the Coming «Industrial Revolution» in Education (Sidney L. Pressey) erschienen in Teaching Machines and Programmed Learning (Seite 47 - 51)	Text
1950	3, 6, 10, 5, 4, 2, 3, 2, 6, 1, 3, 3	Development and Appraisal of Devices Prodiding Immediate Automatic Scoring of Objective Tests and Concomitant Self-Instruction (Sidney L. Pressey) erschienen in Teaching Machines and Programmed Learning (Seite 69 - 88)	Text
1960	9, 1, 4, 2, 1, 5, 3, 1, 2, 4, 1, 1	Some Perspectives and Major Problems Regarding «Teaching Machines» (Sidney L. Pressey) erschienen in Teaching Machines and Programmed Learning (Seite 497 - 505)	Text

Bemerkungen von Sidney L. Pressey

Von Sidney L. Pressey gibt es im Biblionetz Bemerkungen zu:

Texte KB IB clear	A Machine for Automatic Teaching Of Drill Material, A simple apparatus which gives tests and scores and teaches, A Third And Fourth Contribution Toward the Coming «Industrial Revolution» in Education, Development and Appraisal of Devices Prodiding Immediate Automatic Scoring of Objective Tests and Concomitant Self-Instruction, Some Perspectives and Major Problems Regarding «Teaching Machines»
Fragen KB IB clear	Was bringt Computereinsatz in der Schule? Which influence does media have on learning?
Aussagen KB IB clear	Computer ermöglichen unmittelbare Rückmeldungen.

Bemerkungen über Sidney L. Pressey

Pressey seems to have been the first to emphasize the importance of immediate feedback in education and to propose a system in which each student could move at bis own pace.

Von Burrhus F. Skinner im Buch Teaching Machines and Programmed Learning im Text Teaching Machines (1958) auf Seite 139

Zeitleiste

Begriffswolke von Sidney L. Pressey

Begriffswolke
APH KB IB clear

Effizienz, law of effect law of effect, LehrerIn teacher, Lernen learning, Maschine machine, Schule school,

Zitate von Sidney L. Pressey

From kindergarten through graduate school, the most effective learning is usually, in various respects, social: in motivation and continuing stimulation from other pupils, teacher, parents, community; in guidings and elucidations from both classmates and teacher; in goal-settings and appraisals.

von Sidney L. Pressey im Buch Teaching Machines and Programmed Learning (1960) im Text Some Perspectives and Major Problems Regarding «Teaching Machines» auf Seite 499

At this comparatively early and conceivably sometimes overenthusiastic stage of attempts at automation, might this "null hypothesis" be desirable: that students and teachers can (on the task in question) do at least as well without the special device or programming as with it! Only if results have warranted the rejection of this hypothesis, can development of special devices or programmings, or comparisons of short versus longer steps or objective versus write-in answers, continue without risk of being found fatuous.

von Sidney L. Pressey im Buch Teaching Machines and Programmed Learning (1960) im Text Some Perspectives and Major Problems Regarding «Teaching Machines» auf Seite 501

A second "null hypothesis" is here ventured as desirable to keep in mind: that the device and program in total takes so much time and trouble (or is so expensive) that in cold fact it is impractical for everyday use by the people and in the circumstances for which it is intended. And more important than the expense is the trouble! Unless some of the current materials and procedures (hundreds of programming charts or frames to be kept in order and used just right) are made a lot less clumsy and easier to use, this second null hypothesis will get them.

von Sidney L. Pressey im Buch Teaching Machines and Programmed Learning (1960) im Text Some Perspectives and Major Problems Regarding «Teaching Machines» auf Seite 503

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31 Erwähnungen

Teaching Machines and Programmed Learning - A Source Book (A. A. Lumsdaine, Robert Glaser) (1960)
- Teaching Machines (Burrhus F. Skinner) (1958)
- A Machine for Automatic Teaching Of Drill Material (Sidney L. Pressey) (1927)
- A Third And Fourth Contribution Toward the Coming «Industrial Revolution» in Education (Sidney L. Pressey) (1932)
- Development and Appraisal of Devices Prodiding Immediate Automatic Scoring of Objective Tests and Concomitant Self-Instruction (Sidney L. Pressey) (1950)
- A Critical Review of a Portion on The Literature on Teaching Devices (Douglas Porter) (1957)
- Some Perspectives and Major Problems Regarding «Teaching Machines» (Sidney L. Pressey)
- Certain Special Factors Involved in the Law of Effect (Avery Livingston Stephens)
Interactive Systems for Education - The New Look of CAI (Jürg Nievergelt) (1975)
Die Gestaltung interaktiver Programme - Mit Anwendungsbeispielen für den Unterricht (Jürg Nievergelt, Andrea Ventura) (1983)
- 2. Computereinsatz im Unterricht
Computereinsatz in der Grundschule? - Fragen der didaktischen Legitimierung und der Software-Gestaltung (Günter Krauthausen, Volker Herrmann) (1994)
- Von 'Futterprämien' und kognitiven Werkzeugen (Günter Krauthausen)
I-Learning statt E-Learning - Ein integratives und universelles Modell für Lernsysteme jenseits von Schulbank und Seminarraum, Multimedia und Internet (Thomas Meyer) (2002)
Exorciser - Automatic Generation and Interactive Grading of Exercises in the Theory of Computation (Vincent Tscherter, Reto Lamprecht, Jürg Nievergelt) (2002)
Teaching and Learning Systems - The Role of AI in Past, Present, and Future - Workshop Proceedings located at the 27th German Conference on Artificial Intelligence September 20-24, Ulm, Germany (Andreas Harrer, Alke Martens) (2004)
- Lehr-/Lernsysteme - Welche Rolle spielt die Künstliche Intelligenz gestern, heute und morgen ?
Exorciser - Automatic Generation and Interactive Grading of Structured Exercises in the Theory of Computation (Vincent Tscherter) (2004)
- 1. Computers and Education - Theories, Systems, Guidelines
Konzepte und Wirkungszusammenhänge bei Beschaffung und Betrieb von Informatikmitteln an Schulen (Beat Döbeli Honegger) (2005)
- 1. Einleitung
Kompendium multimediales Lernen (Helmut M. Niegemann, Steffi Domagk, Silvia Hessel, Alexandra Hein, Matthias Hupfer, A. Zobel) (2008)
- 1. Die Suche nach der Lehrmaschine - Von der Buchstabiermaschine über den Programmierten Unterricht zum E-Learning (Helmut M. Niegemann)
Eine kurze Geschichte der Unterrichtsmaschinen (Claus Pias) (2013)
«Selbstgesteuertes Lernen» - Interdisziplinäre Kritik eines suggestiven Konzepts (Jürgen Oelkers, Damian Miller) (2020)
- 9. Lernen mit Technologie - Pädagogische und politische Kritik und Ambitionen (Damian Miller)
Teaching Machines - The History of Personalized Learning (Audrey Watters) (2021)
- Introduction
- 2. Sidney Pressey and the Automatic Teacher
Individuelle Förderung und Digitalität (Götz Bieber, Julia Gerick) (2022)
- Individuelle Förderung mit digitalen Medien - Ein Problemaufriss (Heike Schaumburg)
Künstliche Intelligenz in der Bildung (Claudia de Witt, Christina Gloerfeld, Silke Elisabeth Wrede) (2023)
- Bildung durch Künstliche Intelligenz ermöglichen - Ein Beitrag aus bildungstheoretischer Perspektive (Heinz-Werner Wollersheim)
You Are Looking at the School Model of a Digital Coup (James O'Hagan) (2025)

Volltexte

	A simple apparatus which gives tests and scores and teaches: Artikel als Volltext (: , 235 kByte)
	Some Perspectives and Major Problems Regarding "Teaching Machines": Artikel als Volltext (: , 197 kByte)