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Taylor, James C. – Instructional Science, 1983
Outlines a proposed model for understanding the human information processing system, which is conceptualized in terms of three interrelated major elements--executive, working, and long-term memory--with emphasis on the structure of long-term memory. Thirty-one references are listed. (MBR)
Descriptors: Cognitive Processes, Epistemology, Learning Processes, Learning Theories
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Leung, Martin; And Others – Instructional Science, 1997
Cognitive load theory suggests that the manner in which information is presented can interfere with learning. For example, in studying equations with unfamiliar notations, a heavy extraneous cognitive load is generated because mental integration of notations and meanings is required. Discusses four experiments with high school students designed to…
Descriptors: Coding, Educational Research, Equations (Mathematics), High Schools
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Resnick, Lauren B. – Instructional Science, 1973
An overview and analysis of the use of learning hierarchies in instruction and research, examines some current research on learning hierarchies, and considers the implications of this research for instructional psychology and for theories of cognitive development. (Author)
Descriptors: Child Development, Cognitive Development, Developmental Psychology, Educational Psychology
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Dijkstra, S. – Instructional Science, 1988
Discusses the role of instructional design in the development of learning theory. Topics discussed include the acquisition of knowledge and skills; models of teaching; the teaching and acquisition of concepts; influences on retention; and the integration of procedures, principles, and concepts for solving problems. (20 references) (LRW)
Descriptors: Cognitive Development, Concept Formation, Instructional Design, Learning Processes
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Reigeluth, Charles M. – Instructional Science, 1983
New knowledge is made meaningful by relating it to prior knowledge. Although meaningfulness usually relates new knowledge to prior superordinate knowledge, arbitrarily meaningful knowledge, coordinate, subordinate, and analogic ideas, experiential knowledge, and cognitive strategy also facilitate learning. Optimization of prior knowledge is done…
Descriptors: Cognitive Objectives, Cognitive Processes, Educational Research, Epistemology
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Peat, D.; And Others – Instructional Science, 1989
Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…
Descriptors: Cognitive Psychology, Elementary Secondary Education, Instructional Design, Learning Processes
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Tennyson, Robert D.; Rasch, Mariana – Instructional Science, 1988
Presents a model of instructional design which links cognitive learning theory and instructional prescriptions. Topics discussed include knowledge types and knowledge acquisition; memory system components; learning time; learning objectives, including skills, cognitive strategies, and creative processes; instructional methods that relate to…
Descriptors: Behavioral Objectives, Cognitive Ability, Cognitive Development, Computer Assisted Instruction