ERIC Number: ED050145
Record Type: RIE
Publication Date: 1971-Feb
Reference Count: 0
Application of a Curriculum Hierarchy Evaluation (CHE) Model to Sequentially Arranged Tasks.
O'Malley, J. Michael
A curriculum hierarchy evaluation (CHE) model was developed by combining a transfer paradigm with an aptitude-treatment-task interaction (ATTI) paradigm. Positive transfer was predicted between sequentially arranged tasks, and a programed or nonprogramed treatment was predicted to interact with aptitude and with tasks. Eighteen four and five year-old urban disadvantaged boys and girls from a Head Start class in Honolulu, randomly assigned to one of three groups, were administered multiple discrimination and concept tasks under sequences which would reveal predicted transfer and interaction effects. The CHE model successfully identified transfer on the curriculum hierarchy from the multiple discrimination to the concept task, and appeared to serve as an empirical check upon a task analysis of the concept task. A programed sequence was superior to a non-programed sequence irrespective of aptitude or task. The most severe restriction of the model is that it is limited in application to only two tasks in a linear hierarchy. It is suggested that the model be extended to include different tasks and aptitudes. (Author/LR)
Descriptors: Ability Identification, Academic Aptitude, Concept Formation, Curriculum Evaluation, Developmental Tasks, Disadvantaged Youth, Early Childhood Education, Learning Theories, Models, Preschool Children, Preschool Curriculum, Sequential Learning, Skill Analysis, Task Performance, Transfer of Training, Visual Stimuli
Publication Type: N/A
Education Level: N/A
Authoring Institution: Hawaii Univ., Honolulu. Div. of Special Education.
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 1971