ERIC Number: ED137313
Record Type: RIE
Publication Date: 1977-Apr-5
Reference Count: 0
Effects of Instructional Organization and Sequencing on Productive Learning.
Mayer, Richard E.
This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is described. First, an historical introduction to productive learning is presented including reference to the Gestalt problem solving literature, meaning theories of arithmetic instruction, and the discovery learning issue. Second, productive learning is defined and the basic external and internal (cognitive) variables are identified. Third, a theoretical framework for discussing productive learning based on the concept of assimilation is forwarded. Fourth, results are given from a series of experiments in which a meaningful context for instruction was presented either before or after the introduction of technical information to research subjects. The assimilation theory predicts that subjects in the "before" groups should be more likely to engage in productive learning since they have a meaningful context available during learning into which new information may be assimilated. Results from these experiments generally uphold the prediction. (Author/MM)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the annual meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)