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ERIC Number: ED246869
Record Type: RIE
Publication Date: 1984-Apr
Pages: 25
Abstractor: N/A
Reference Count: 0
Cognitive Psychology and Its Implications for Designing Drill and Practice Programs for Computers.
Salisbury, David F.
This paper summarizes research in modern cognitive theory that relates to the role of computer drill and practice programs in learning and describes a prototype program that exemplifies recommended characteristics. Focus is on four major issues that are relevant to the design and optimization of computer drills: interference, spaced practice, spaced review, and capacity of short term memory. Implications for the design of computer drills are suggested, including the need to: (1) present similar items in close proximity to each other; (2) emphasize differences between similar items; (3) provide a mechanism to keep track of the items that a particular learner was working on during the last session; (4) provide a mechanism for reviewing items previously learned, based on the amount of time since the learner last responded to each item; (5) utilize increasing ratio-review; (6) present only a few items of information to the learner at once; and (7) combine meaningful stimuli into a single stimulus as chunking occurs. Some areas for future research are suggested, and 32 references are listed. (LMM)
Publication Type: Information Analyses; Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Chunking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).