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Peer reviewedReigeluth, Charles M. – Educational Technology, Research and Development, 1992
Comments on the preceding article which examined elaboration theory and offered suggestions for updating it to reflect new knowledge. Highlights include the simplifying conditions method; internal versus external knowledge structures; connectionism and authentic tasks; content structure as organizing structure; ill-structured domains; and…
Descriptors: Criticism, Epistemology, Instructional Design, Models
Download full textKlausmeier, Herbert J.; Frayer, Dorothy A. – 1970
A tri-level structure of cognitive operations in concept learning is proposed, based on results of controlled experimentation and factor analytic studies. Global strategies in concept attainment are hypothesized to consist of three phases: attending to the situation, searching for information, and processing and using the information. Further,…
Descriptors: Behavioral Science Research, Cognitive Processes, Concept Formation, Models
Peer reviewedHodson, Barbara Williams – Language, Speech, and Hearing Services in Schools, 1978
The article describes a preliminary model of phonological intervention for use with children with severe functional articulation problems. (Author/CL)
Descriptors: Articulation (Speech), Conceptual Schemes, Intervention, Models
Peer reviewedFurby, Lita – Human Development, 1972
A pretheoretical model of cognitive development is proposed which is based on the empirical establishment of Gagne's cumulative learning sequences. (Author)
Descriptors: Cognitive Development, Compensation (Concept), Conservation (Concept), Learning Theories
Peer reviewedWilson, Brent; Cole, Peggy – Educational Technology, Research and Development, 1992
Discusses elaboration theory, an instructional design model for sequencing and organizing courses that is based on cognitive research, and offers suggestions for updating the model to reflect new knowledge. Topics addressed include knowledge representation, including content structure; sequencing issues, including microworld design and cognitive…
Descriptors: Cognitive Psychology, Criticism, Epistemology, Instructional Design
Direct linkPollatsek, Alexander; Reichle, Erik D.; Rayner, Keith – Journal of Experimental Psychology: Human Perception and Performance, 2006
In their article, "Time Course of Linguistic Information Extraction from Consecutive Words During Eye Fixations in Reading," A. W. Inhoff, B. M. Eiter, and R. Radach (see EJ735287) reported the results of two experiments that they claimed were problematic for serial attention models of eye movements in reading (such as the E-Z Reader…
Descriptors: Linguistics, Eye Movements, Serial Learning, Experiments
Peer reviewedHeimer, Ralph T.; Lottes, John J. – Journal for Research in Mathematics Education, 1973
A method of organizing studies on sequencing problems in mathematics according to a theoretical model based on characteristics of empirical science is explained. The conceptual framework underlying eight studies that follow this article in JRME (SE 508 022 through SE 508 029) is discussed and a brief overview of each study is given. (DT)
Descriptors: Curriculum, Instruction, Mathematics Education, Models
Peer reviewedMajor, Roy C. – Studies in Second Language Acquisition, 1996
Responds to Ellis (1996), who claims that much of first- and second-language acquisition is sequence learning and can be explained in terms of connectionist theory. This article does not disagree with the substance of Ellis's article but rather the extent to which his model can be applied to many aspects of natural languages. (six references) (CK)
Descriptors: Language Acquisition, Learning Processes, Linguistic Theory, Models
Chapman, Carita A. – 1969
The focus in this analysis is on three theories of the relationships among reading comprehension skills primarily relating to the skills used in reading, not to the process or to the instructional procedures used for reading, as differentiated by Robinson. Consideration is given to three factors: (1) the existing need for theories and models in…
Descriptors: Educational Theories, Factor Analysis, Models, Reading Comprehension
Peer reviewedFrederiksen, John R. – Psychological Review, 1971
Descriptors: Auditory Training, Decision Making, Hypothesis Testing, Models
Litchfield, Brenda C. – Performance and Instruction, 1990
Describes methods for item construction for computer-based instruction (CBI). Use of a rational set generator (RSG) in presenting an adaptive sequence of items to the learner is described; a model matrix of a computer-based RSG is presented; concrete and defined concepts are discussed; and rule using is explained. (Four references) (LRW)
Descriptors: Computer Assisted Instruction, Concept Teaching, Discrimination Learning, Generalization
Mayer, Richard E. – 1977
This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is…
Descriptors: Cognitive Processes, Instruction, Learning Processes, Learning Theories
Peer reviewedHannafin, Michael J.; Hooper, Simon – Computers in Human Behavior, 1989
Discusses the importance of screen design in computer-based instruction (CBI), and presents a framework for screen design decisions based on the ROPES (Retrieving, Orienting, Presenting, Encoding, and Sequencing) meta-model for instructional design. Psychological, instructional, and technological foundations of screen design are discussed, and…
Descriptors: Computer Assisted Instruction, Courseware, Instructional Design, Learning Processes
Garris, Raymond P. – 1975
Using a developmental model, the author explains a hierarchy which describes how a young child learns to respond to various types of environmental stimuli and discusses some educational consequences of a reinforcement stimuli deficit. Development is seen to take place in succession beginning with the primary level, proceeding to the social,…
Descriptors: Child Development, Conceptual Schemes, Exceptional Child Education, Learning Disabilities
Hooper, Simon; Hannafin, Michael J. – Educational Technology, 1988
Guidelines presented for the design of instruction using interactive technologies are based on theory and research in learning, instruction, and/or media development. Also explained is a meta-model, ROPES, which highlights retrieval of information, orienting activities, presentation, encoding in the cognitive structure, and the sequencing of…
Descriptors: Encoding (Psychology), Guidelines, Information Retrieval, Instructional Design
