Describes a study that used survey research techniques to identify duties and tasks related to work performed by data entry operators. Based upon survey findings, a catalog of performance objectives and guides was developed, which is especially useful for instructors, as well as administrators and curriculum specialists. (NRJ)

Examines the hypothesis that there are fundamental differences between using language in different situations or for different purposes and that these differences may be accounted for in terms of the requirements of the task to be solved, on the basis of knowledge represented in a particular way. (Author/MES)

Analyzes the information processing requirements of two different forms of job-related reading: "reading to do" and "reading to learn." Breaks down the component skills of reading into a seven-point taxonomy, which is then used to describe how information processing differs in the two forms of reading. (FL)

Describes the beginning of a study of the cognitive processes required for applying financial accounting knowledge to specific problem solving situations. Task analysis is used to describe the cognitive components of accounting, and algorithms for the tasks are appended. Eighteen references are listed. (Author/CHC)

Cursive signatures were taught to five totally blind students (12 to 27 years old) through a task analytic approach and utilizing tutors not trained in the area of the visually impaired. (Author)

School districts can reduce payrolls and be more efficient by installing work simplification programs. (Author/MLF)

Describes a study that investigated the literacy demands required by the task of text editing a manuscript on a computer terminal. (MKM)

Reflects on the development of instructional design, relating the progress made in task analysis, the use of taxonomies of learning outcomes, sequencing of instruction, simulation, media selection, and instructional strategies. (RAO)

Observations of superintendents indicate that, within the plethora of tasks and activities, the hectic variety of demands and contacts of their jobs, the superintendents cope with rather than organize their time schedules. Still, the superintendents seem to attend to the most vital activities. (Author/IRT)

The paper describes an instructional material evaluation model that is based on R. Mager's approach to task analysis and may be applied to the selection of materials for learning disabled children. Procedures for listing specific objectives are reviewed, and steps for using the model to evaluate materials are presented. (SBH)

Task analysis procedures are used to determine the instructional importance of job tasks, and objectives are structured directly from task analysis information. The author examines the translation of this information into instructional outcomes and the determination of the functional relationship between job tasks and instructional components. (MF)

The U.S. Civil Service Commission conducted three criterion-related validity studies for its PACE Test. Three occupations were examined using a specially designed supervisory rating form, job information test, and work sample. A computer analyzed task inventory was the keystone of the study. (Editor/SJL)

Task analysis provides a means of effectively incorporating current learning theory and practice into instructional development methodology. It yields results applicable to specifying performance objectives, designing instructional activities, determining teaching strategies, and evaluating performance. (Author/BP)

The difficulty of four binary conceptual rules (conjunctive, disjunctive, conditional, and biconditional) was assessed using the rule-learning paradigm in a variety of stimulus populations. (Editor)

Metacompetence is the ability to plan, execute, monitor, and evaluate one's own learning. Outlines the relationship between metacompetence and cooperative learning, describes the analysis of learning tasks and the use of the SOLO (Structure of the Observed Learning Outcome) taxonomy as a means of evaluating quality of competence. Concludes that…