Clark (2011) recently reviewed literature on cognitive phenomena such as automaticity, non-conscious processing, and the "illusion of conscious will," concluding that most learning theories and instructional design models are informed by faulty assumptions regarding psychological functioning--namely, that most cognitive activity is conscious and…

In response to the wide-scale proliferation of "the cone of learning"--a fanciful retention chart confounded with Dale's Cone of Experience--the authors make four major claims debunking this fantasy and provide documentary evidence to support these claims. The first claim is that the data in the mythical retention chart do not make…

Critics have been attempting to debunk the mythical retention chart at least since 1971. The earliest critics, David Curl and Frank Dwyer, were addressing just the retention data. Beginning around 2002, a new generation of critics has taken on the illegitimate combination of the retention chart and Edgar Dale's Cone of Experience--the corrupted…

The authors are attempting to set the record straight regarding the sources frequently cited in the literature of the mythical retention chart and the corrupted Dale's Cone. They point out citations that do not actually connect with relevant works; provide correct citations of sources that are often cited erroneously; add references for overlooked…

There are at least three powerful insights for educational technology researchers and designers from recent neuroscience studies of the brain and from cognitive science research findings: First, our brains learn and process two very different types of knowledge; non-conscious, automated, procedural, or implicit knowledge, and conscious,…

Integrates contemporary theories of learning into a theory of learning as activity. Explains ecological psychology, changes in understanding of learning, activity systems and activity theory (including the integration of consciousness and activity), and activity structure; and discusses learning as a cognitive and social process. (LRW)

The author argues that Instructional Design (ID) is a problem-solving process, not a procedure, made up of a thinking process common to designers in many fields, and a set of well-accepted, underlying ID principles. This article presents a model of those principles. Further, it argues that teaching ID as a well-structured procedure is not helpful…

Argues that microcomputers are inexpensive, reliable, and sufficiently powerful to meet important educational demands, and that with authoring/driver systems educators could make far greater use of what is known about cognitive processes, especially structural learning. (MER)

Proposes a cognitive-based model for instructional design that addresses the acquisition and employment of knowledge, the interaction of content knowledge and cognitive strategies for higher order thinking skills, and the affective domain. Educational learning theory is discussed, including working memory, long-term memory, and cognitive skills.…

The emergence of cognitive psychology as an important source for theories of learning, the relationship between information processing theories of learning and behaviorist theories, the implications of recent developments in cognitive psychology for instructional design, and the role of computers in instruction are among the topics addressed in…

This article investigates how adults attain concepts, how instructional materials can be designed for adults, and how instructional messages related to concept attainment can be delivered to adults. An extensive bibliography is attached. (RAO)

Updates the Tennyson and Rasch linking theory, which proposes that instructional design can improve learning outcomes if there is an established link between learner mental processes and the means of instruction, delivery, and assessment. Includes behavioral, cognitive, and constructivist theories of learning; explains elaboration theory; and…

This fourth in a series of edited transcripts based on a conference at Utah State University compares Gagne's Conditions of Learning with Merrill's Component Display/Design Theory, and suggests a merging of the two. Topics discussed include content structures, learning hierarchies, learning theories, learner control, problem solving, cognitive…

Considers the implications that broadening the definition of learning would have for educators and educational technologists. This special issues addresses the task of redefining learning from a variety of perspectives. The authors draw on different frameworks of analysis, exploring what it means to be learning at levels ranging from the…