The instructional effectiveness of learning programs derived from Gagne-type task analysis, ordering theory analysis, and random sequenced presentation of complex intellectual skills were investigated. Fifty-seven high school students completed a self-instructional program derived from one of the three sequences. No significant differences were…

This paper takes the position that logical knowledge is distinct from conceptual and procedural knowledge and can make a unique contribution to the understanding of knowledge acquisition. This view of logical knowledge departs from the traditional Piagetian view of stages and the overriding view of logic as the sole means of constructing new…