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ERIC Number: ED081210
Record Type: RIE
Publication Date: 1972-Dec-5
Pages: 27
Abstractor: N/A
Reference Count: 0
Content and Instructional Analysis for Cognitive Transfer Tasks. Working Paper Number 40.
Merrill, M. David
AV Communications Review, v21 n1 p109-26 Spr 1973
Five assumptions underlie task analysis procedures in instructional development in higher education. These are: 1) content and instructional strategy are independent; 2) most courses involve two types of content--concepts and operations; 3) two levels of abstraction are involved--generalities and instances; 4) four levels of behavior are most common--discriminated recall, classification, rule using, and rule finding; and 5) instructional strategies should focus upon rule using and rule finding, based on mastery models derived from needs and goals. Task analysis consists of content analysis and instructional analysis. Content analysis requires that the analyst: 1) identify and define the concepts in an area; 2) determine and specify the change operations used to relate them; 3) symbolically represent each role; and 4) identify instances for concepts and rules. Instructional analysis should recognize that higher education stresses cognitive transfer behavior and should order content to achieve such behaviors. Four steps are needed: 1) the identification of needs and goals; 2) the specification of a mastery model; 3) the specification of rule using and rule finding situations; and 4) the sequencing of required concepts and operations from the content network. (PB)
Brigham Young University Press, 209 University Press Building, Provo, Utah 84601 ($1.25)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Brigham Young Univ., Provo, UT. Div. of Instructional Research, Development, and Evaluation.
Note: See Also EM 011 384