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Abstract
This study examined the function of instructional objectives considered as stimuli events for students during instructional episodes. Its purpose was to explore the effect of presenting different instructional objectives for the same didactic discourse on the learning of contextual identification competences. Twenty six college students were distributed randomly in three groups, two of which received different pre-reading instructional objectives prescribing them to identify distinctive criteria in the same text. A third group did not receive any instructional objective. Results found in identification tasks did not show statistically significant differences between the three groups, even though the best performances were related to the criterion prescribed in the instructional objective. The authors conclude on the need to analyze the stimulus function of instructional objectives in terms of its interaction with individual participants.
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