Attention is focused in this rather advanced discussion on human goals and human style in the face of present and anticipated future developments in the computer-based technologies as related to English education. The paper admittedly is not objective. The implications of two hypotheses are discussed: that learning systems are not necessarily a…

The TICCIT command language is a synthesis between work in instructional psychology and cybernetics, and broadens the degrees of control available to students well beyond the capabilities of existing CAI systems. Student control commands manipulate important instructional variables and information is provided to guide the student's choice of…

One of the basic problems in relating learning theories to instructional strategies is that traditionally learning theory has researched the micro unit whereas the instructional environment studies the macro unit. Traditionally, instructional strategy research and development takes the learner as he comes, an integrated organism. In learning…

This paper presents the concepts of a computer-directed system to improve human performance in structured learning situations. Attention is focused on finite-state systems in order to provide a systematic method for constructing training systems and to assist in analysis of problem solving and curriculum planning. The finite-state approach allows…

Different theories of programed instruction are compared and contrasted, and their application in the language laboratory is discussed. Chapters on programing theories include: (1) Skinner and linear programing, (2) Crowder and intrinsic programing, (3) Pressey and complementary programing, (4) Gilbert and mathetics, and (5) computer assisted…

Various Soviet conceptions of technology and their influence on the automation of instruction in the Soviet Union are examined, and the history of the development of Soviet programed instruction is sketched. Key principles and techniques from Soviet psychology, pedagogy, computer technology, and cybernetics are explained in terms of their…

Computer assisted instruction (CAI) can achieve its potential as a tool for individualizing instruction only if the flexible logic and memory capabilities of computers are utilized. An instructional program must be written in such a way that it can handle at least three variables: (a) who is being taught; (b) what is critical; and (c) how the…