ERIC Number: ED062340
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
Verbal Learning Research and the Technology of Written Instruction.
Rothkopf, Ernst Z., Ed.; Johnson, Paul E., Ed.
The symposium on which this report is based was motivated by the belief that scientific understanding of how man learns through language will some day help in the development and use of written instructional materials. The main purpose of the symposium was to take stock of the more promising findings and concepts about verbal learning processes in order to see whether they had any practical implications that should be pursued. A second purpose was to encourage a dialogue between the verbal learning laboratory and the world of instructional research. The collection of papers comprising this book is divided into four main sections. The first section, entitled "Verbal Learning and Connected Discourse," contains three papers that describe acquisition processes in terms of concepts derived from the laboratory study of learning. The second section, "Stimulus Measures and Characterizations of Performance," deals mainly with empirical efforts to characterize the difficulty of prose materials and the quality of performance that results from the exposure to such materials. The third section, entitled "Motivational and Attention-Like Factors," includes three papers concerned with the role of learner variables. The final section, "An Addendum from Computer Technology," deals with the role of the computer in written technology. (Author/CK)
Descriptors: Attention, Beliefs, Cognitive Processes, Computer Assisted Instruction, Concept Teaching, Conferences, Discourse Analysis, Factor Analysis, Instructional Materials, Laboratory Techniques, Language Acquisition, Learning Processes, Objectives, Research, Stimuli, Student Motivation, Task Performance, Technology, Verbal Learning, Written Language
Teachers College Press, Teachers College, Columbia University, 1234 Amsterdam Avenue, New York, New York 10027 ($8.50)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A