ERIC Number: ED047530
Record Type: RIE
Publication Date: 1970
Reference Count: 0
The Psychology of Learning and Instructional Technology.
(1) What is learned in a particular subject matter? (2) Who learns it? (3) How does competence develop? (4) And how is learning assessed and optimized? These are the questions asked and answered in this essay. (1) The relationships between units of learning establish the subject matter structures that are learned; e.g., concepts, rules, principles, and strategies. Specific properties of letters, pictures, numbers, and sounds comprise the units and structures in the learning of young children. (2) Traditionally, measurement and diagnosis of students followed a "selection model." This practice may be superseded by an "adaptive model;" that is, instruction will be modeled on the characteristics of each student. (3) Competence develops in the student as he learns overt and covert responses that change from simple, unitary responses to large response organizations and strategies and as he learns to respond in appropriate context. (4) The usual measures of learning progress are concerned with the frequency of correct responses, errors in relation to some performance standards, and the speed of performance. Further attempts need to be made to measure transfer of knowledge, problem solving, and self-direction. References are appended. (MF)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.