The sequences of learning sets (intersequence) and instructional events (intrasequence) were empirically validated for a hierarchy of concept and rule using skills. Experiments with high school students showed no differences between empirical and reordered inter- or intrasequence on time to mastery; nor was there a difference in the number of…

Students learned the numerical order of 14 U.S. Presidents through either a complex mnemonic strategy or their own technique. Performance pattern differences were detected between the groups, chiefly serial position profiles produced by those using their own techniques, and slower response time of subjects using mnemonic strategies. (Author/MBR)

Empirical research is reviewed in the area of cognitive psychology pertaining to models of human memory. Research evidence and theoretical considerations are combined to develop guidelines for future theory development related to the human memory. The following theoretical constructs and variables are discussed: (1) storage versus process…

The need for an empirically defensible means of sequencing instruction appears to have been the primary motivator for research into learning hierarchies. Four methods for generating candidates for learning hierarchies were reviewed: introspection, formal analysis, observation, and statistical "fishing." Experimental transfer of training…

The literature on learning research pertaining to the internal processing operations of the learner was reviewed. The current thinking of learning theorists regarding the nature and importance of these processes in learning and retention is described, and their significance for instructional technology is examined. Verbalization, imagery, and…