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ERIC Number: ED034734
Record Type: RIE
Publication Date: 1969-Jun
Pages: 45
Abstractor: N/A
Reference Count: 0
What Does It Do to Johnny? A Cognitive-Functionalistic View of Research on Media.
Salomon, G.
Research in instructional media needs to relate itself to research in other fields, e.g., human development, individual differences, and information processing, being nourished by other theories and in turn nourishing them. Thus it needs to deal with the functions of stimuli, laying the foundations of a prescriptive theory that concerns itself with the relationship between how things are presented and how they are learned. Research questions must be formulated in terms of the interaction between stimuli and cognitive functions. The hypothetical stimulus dimensions suggested here might lead to the formulation of theory-oriented research questions. The first dimension--the amount of information or response uncertainty--is superordinate to the others and should provide answers to the general question of how much motor, observational, perceptual, or conceptual activity is undertaken by the learner. The second--the explicitness of presenting information to be learned--ought to indicate how much specific mental activity takes place as a result of exposure to a certain kind of stimulus presentation by a particular learner. The other dimensions--the distance between the mode of presentation and the learner's level of mental development and the activation of specific operations as a function of stimulus structure--answer the question of what mental operations are called for by different kinds of stimuli and which are prerequisite to extracting information from them. [Not available in hard copy due to marginal legibility of original document.] (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A