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Anderson, O. Roger – 1969
A theory of structure in teaching is presented and a system of analysis introduced which allows empirical investigation of verbal behavior in the classroom. Two kinds of structure are distinguished: "static" structure, defined as stable organized clusters of knowledge, and "kinetic" structure, defined as the sequential process of building up…
Descriptors: Interaction Process Analysis, Learning Theories, Sequential Learning, Teacher Effectiveness
Download full textAusubel, David P. – 1970
In this third Occasional Paper in the Science series of The Science and Mathematics Education Information Analysis Center, Ausubel explains the nature and theoretical rationale of "organizers", abstract, general, and inclusive statements presented prior to new learning tasks to provide specific relevant anchoring ideas in the learner's…
Descriptors: Advance Organizers, Cognitive Processes, Curriculum, Learning
Peer reviewedGantt, Walter N. – Elementary School Journal, 1972
Descriptors: Disadvantaged Youth, Individual Needs, Individualized Instruction, Interests
Direct linkThomas, Glyn – Australian Journal of Outdoor Education, 2007
In this paper I discuss some of the strengths and weaknesses of two different approaches to teaching motor skills to students in outdoor education and outdoor recreation settings. Using acronyms to describe their stages: DEDICT is a six step, direct instructional model that some outdoor leaders may already be familiar with; and FERAL is my…
Descriptors: Outdoor Leadership, Outdoor Education, Skill Development, Direct Instruction
Peer reviewedPostovsky, Valerian A. – Modern Language Journal, 1974
Describes a study designed to challenge the theory that the initial phase of instruction in foreign language should be based on intensive oral practice. (PMP)
Descriptors: Educational Experiments, Language Instruction, Learning Theories, Psycholinguistics
Peer reviewedAtkinson, Richard C. – American Psychologist, 1975
Discusses the keyword method, which divided vocabulary learning into two stages: (1) the subject associates the spoken foreign word with the keyword, and association that is formed quickly because of the acoustic similarity between the words, and, (2) the subject forms a mental image of the keyword "interacting" with the English translation.…
Descriptors: Experimental Psychology, Learning Processes, Learning Theories, Mnemonics
Barnes, Buckley Richard – 1972
The purpose of the study, part of the research and curriculum development of the Anthropology Curriculum Project, was to compare the facilitative effects of pre- and post-organizers on the learning of structured anthropology materials at the sixth-grade level. Organizers were defined, in this thesis, as written material that serves the function of…
Descriptors: Anthropology, Curriculum Design, Curriculum Research, Doctoral Dissertations
Clawson, Elmer Ulmont – 1972
This dissertation report, stemming from research and curriculum development activities of the Anthropology Curriculum Project, investigates the facilitative effects of pre-organizers, post-organizers, and no-organizers on the learning of anthropological concepts in the third grade. The investigation was an outgrowth of interest in Ausubel's theory…
Descriptors: Anthropology, Curriculum Design, Curriculum Research, Doctoral Dissertations
Peer reviewedDowning, John – Reading Teacher, 1969
Descriptors: Childhood Attitudes, Cognitive Processes, Educational Psychology, Learning Theories
Valdman, Albert – Die Unterrichtspraxis, 1968
Criticism against the application of Skinnerian programed instruction techniques to foreign language learning is advanced, while the development of a largely self-instructional guided learning program with live teachers and other students is advocated. Major attention is directed to an explanation of the principles of programed instruction, the…
Descriptors: Language Instruction, Language Skills, Learning Theories, Linguistics
Di Vesta, Francis J.; And Others – 1971
The instructional process has four major components: stimulation, orientation, transformation, and instrumental activity. Concerning stimulation, the instructor should highlight either the novelty or the complexity of the learning materials. Varying such factors as teaching style and mode of presentation, duration of instruction, and the learner's…
Descriptors: Educational Research, Goal Orientation, Instruction, Learning Activities
Prescott, Peggy-Lynn – 1976
The effects of visual, and verbal/visual, preorganizers and postorganizers on the learning of unfamiliar information were evaluated in an experimental study involving 153 community college students. Pre- and postorganizers were used in connection with a 20-minute lesson on the theory of communication. A 25-item, multiple-choice criterion test was…
Descriptors: Advance Organizers, Community Colleges, Doctoral Dissertations, Learning Processes
Slack, Charles W. – 1964
The results of a number of experiments with the memorizing of several different subject-matters are presented in such a way that the relationship between number of opportunities for error (word elements faded) and number of errors actually made can be observed for individuals and groups. The particular selection of word elements to be taught by…
Descriptors: Behavior, Cognitive Processes, Error Patterns, Experiments
BERNHEIM, GLORIA D. – 1967
THREE- AND 4-YEAR-OLDS WERE GIVEN VERBAL LEARNING PRETRAINING TO DETERMINE ITS EFFECT UPON THE PERFORMANCE OF REVERSAL AND NONREVERSAL SHIFT DISCRIMINATION TASKS. THE EXPERIMENTAL TASK WAS THE CLASSICAL REVERSAL-NONREVERSAL SHIFT PARADIGM. THE 96 PRE-SCHOOLERS, PRIMARILY FROM THE PENNSYLVANIA STATE UNIVERSITY NURSERY SCHOOL, WERE DIVIDED INTO 4…
Descriptors: Child Development, Concept Formation, Learning Processes, Learning Theories
Peer reviewedCardinale, Gary W. – Social Studies Review, 1990
Argues that, to maximize a child's educational experience in history/social science, it is imperative that teachers utilize a whole-brain teaching approach by using a variety of experiences that stimulate both sides of the brain. Discusses the three general modes in which students appear to learn: oral, visual, and kinesthetic. Suggests specific…
Descriptors: Cognitive Processes, Creative Thinking, Critical Thinking, History Instruction
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