THIS THEORETICAL PAPER COMBINES FAMILIAR PSYCHOLOGICAL VARIABLES IN A NEW SYSTEM DESIGNED MAINLY FOR PARSIMONY. PRINCIPAL CONSTRUCTS ARE REPRESENTATION, (R) A UNIT OF COGNITIVE ACTIVITY, AND M-VALUE, (M) A MOTIVATIONAL OR HEDONIC DIMENSION, OR THE PLEASANTNESS OF THE ACTIVITY OF AN R. A PROBABILITY-DECISION MODEL RELATES R'S AND THEIR AVERAGE…

Linda Flowers and John Hayes have formulated a cognitive model of the composing situation, including the recursive composing process. This model has been converted into an instructional model that is appropriate for the design of instruction in writing. The instructional model incorporates three major units: task environment, composing process,…

To test the hypotheses that gifted Ss will be better able to supply missing conclusions to conditional syllogisms as a factor of maturation and that the hierarchy of difficulty in supplying conclusions will be from affirming the antecedent and denying the consequent, to linear transitivity to nonlinear transitivity, and finally to conditional…

The purpose of this project was to develop guidelines for teaching which would implement into the classroom some of what is known about learning. A booklet of suggestions was prepared in the first year of the project and a 30-hour training program to accompany the booklet was developed in the second year. During the second year of the project, the…

The goal of this panel was to advance the development of theory that improves understanding, prediction, and control of phenomena in the teaching process and their antecedents and consequences. The panel concentrated on the ways and means of advancing theory development in general rather than on the substantive problems of theory development in…

This paper explores the use of learning as a practical tool in problem solving. The idea that learning should and eventually will be a vital component of most Artificial Intelligence programs is pursued. Current techniques in learning systems are compared. A detailed discussion of the problems of representing, modifying, and creating heuristics is…

The use of simulation and games for learning at all levels of school has grown rapidly in only a few years. In this paper the author attempts to define what such activities are intended to do, how they are best used, and what precisely they are. He points out the differences and similarities between games and simulations. Some theories of learning…

This reference work briefly identifies the salient principles of learning theory under the subdivisions: 1) S-R theory, 2) cognitive theory, and 3) motivation and personality theory. It also describes various approaches to practical problems via unified theories of learning. A seven-item annotated bibliography on learning theory and its…

The material in this monograph was originally presented at the Conference on Needed Research in Mathematics Education at the University of Georgia. The complete proceedings of the Conference (including an abstract of this monograph) are reported in Volume I, Number 1, Fall 1967 of the Journal of Research and Development in Education. Presented is…

The focus of this paper is the application of laboratory-derived principles to a more real-life situation. Specifically, a learning model is presented with the intent that principles and procedures derived from it be directly applicable to learning in the college classroom. The model presented is derived from 2 orientation to the phenomena of…

A concept-by-concept approach to Jean Piaget's ideas and findings about the intellectual growth of children is presented in simplified form for the lay reader. It first reviews the theoretical rationale behind Piaget's work and sets forth his basic principles of development. Then comes an overview of developmental stages of intellectual growth…

Presents an accumulation model of learning in which incorrect response tendencies remain constant and correct response tendencies increase with practice. This model contrasts with the traditional replacement model in which correct response tendencies replace incorrect ones. The two models are compared in their ability to describe and predict…

What might and/or ought to happen in instructional television research in the next ten years is identified. It is suggested that knowledge of how we learn from television must be solidly related to theories, processes, and conditions of learning. (Author/STS)

This paper presents a formulation of a constructivist perspective and shows how it is applicable to teacher education. (CM)