A major problem in competency-based education is the lack of clarity in defining competence. This monograph describes the levels of competence used in developing competency-based educational programs and provides a taxonomy that can be used in developing competency-based instruction. The taxonomy includes four levels. Level 1 includes specific…

Translating social studies objectives into learnable tasks for students in the classroom involves understanding what a learning activity is, and that different types of learning activities serve different functions. An example of a learning activity sequence which includes four catagories of activities--intake, organizational, demonstrative, and…

Provides an example of an attempt to base an epistemology of teaching and education on the powers of the mind rather than on the impacts of the world upon the mind. In this discussion, the example selected is related to numbers and the teaching of mathematics. (RP)

Research supported in part by grants from the Social Rehabilitation Services Administration (1484-S) and NICHHD (02026).

When subgoal location was appropriate to the serial pattern, subjects were likely to use a strategy resulting in enhanced rule induction and transfer with increased subgoal density. When subgoal location was not appropriate, subjects tended to use a strategy resulting in considerably reduced role induction and transfer. (Author/PN)

The theory postulating a dichotomy between sequential and simultaneous processing is reviewed and its implications for remediating reading problems are reviewed. Research is cited on sequential-simultaneous processing for early and advanced reading. A list of remedial strategies based on the processing dichotomy addresses decoding and lexical…

Studied the performance of the U.S. Navy trainees on three computer-based lessons under programed control in order to determine whether variations in the sequence of instructional presentation improved learning. Sixteen references are cited. (FM)

Memory tasks administered individually to grade 1 and grade 4 good (N=20) and poor (N=29) spellers were scored for both gross and ordered sequential recall. Good spellers had higher threshold scores in gross memory rather than specifically superior sequential memory. (Author)

Four trainable mentally retarded (TMR) children (6 to 9 years old) were taught a three piece assembly task. They were taught to verbalize the steps in the designated sequence before actually assembling the objects. (Author)

The study of cognitive processing in high IQ and average IQ elementary grade learning disabled and non-learning disabled children found that LD students were poorer in sequential processing and planning compared to NLD students; high IQ LD students lost their IQ advantage to low IQ LDs in sequential scores. (Author/DB)

The study follows up on the contention that self-controlled feedback schedules benefit learning, because they are more tailored to the performers' needs than externally controlled feedback schedules (Chiviacowsky & Wulf, 2002). Under this assumption, one would expect learning advantages for individuals who decide whether they want to receive…