Showing papers on "Sequence learning published in 1978"
TL;DR: In this article, the authors suggest that the effects of instruction may be explained by taking into account the processing of various forms of instruction by the learner, the first results of which are the acquisition of particular kinds of new memory structures.
Abstract: Two general categories of learning outcomes-retention and transfer of learning-continue to command the attention of investigators of human learning, as well as of practitioners of instructional design and delivery. Relations between instructional variables and these learning outcomes have been studied over many years. Although some forms of learning theory support the formulation of hypotheses in terms of a two-element paradigm such as Instruction -> Learning Outcome, cognitive theorists have tended to consider such a construction unacceptably simple. Modern learning theories of the "information-processing" variety have given new emphasis and meaning to the latter view (Estes, 1975). These theories support the basic notion that the effects of instruction may best be understood by exploring the three-term relation Instruction -* Memory Structure -* Learning Outcome. In other words, the suggestion is made that the effects of instruction may be explained by taking into account the processing of various forms of instruction by the learner, the first results of which are the acquisition of particular kinds of new memory structures. The latter structures, in turn, are the antecedents that enable the human learner to display retention and transfer in terms of new performances.
183 citations
TL;DR: This paper found that cognitive developmental processes predicted the effects of instruction upon learning and transfer, and that instruction that reinforced a dominant component classification strategy enhanced initial learning but produced negative transfer to new classifications.
Abstract: Summary In recent years learning is increasingly being studied as an active cognitive process, rather than as a product of situational factors acting upon people. If learning is an active process of constructing meaning, then the effects of situational factors should depend upon the cognitive developmental processes of the learner. In three experiments with a total of 482 individually run fourth and fifth grade children, it was hypothesized and found that cognitive developmental processes predicted the effects of instruction upon learning and transfer. With one exception, instruction that reinforced a dominant component classification strategy enhanced initial learning but produced negative transfer to new classifications, while instruction that reinforced a nondominant component strategy reduced initial learning but enhanced transfer to problems involving both the developed and the trained strategies.
21 citations
TL;DR: In this paper, a formative evaluation method applicable to learning hierarchies is described which simplifies data collection by employing results from a posttest Relations among pairs of lower and higher elements of a portion of a previously formulated hierarchy for graphic skills in kinematics were tested by means of data obtained from a test given to 148 secondary-school students.
14 citations
08 Feb 1978
TL;DR: The ACT theory of learning is embodied as a computer simulation program that makes predictions about human learning of various cognitive skills such as language fluency, study skills for social science texts, problem-solving skills in mathematics, and computer programming skills.
Abstract: : The paper describes the ACT theory of learning The theory is embodied as a computer simulation program that makes predictions about human learning of various cognitive skills such as language fluency, study skills for social science texts, problem-solving skills in mathematics, and computer programming skills The learning takes place within the ACT theory of the performance of such skills This theory involves a propositional network representation of general factual knowledge and a production system representation of procedural knowledge Skill learning mainly involves addition and modification of the productions There are five mechanisms by which this takes place: Designation, strengthening, generalization, discrimination, and composition Each of these five learning mechanisms is discussed in detail and related to available data in procedural learning
13 citations
Journal Article•
TL;DR: Learning-acquisition characteristics of six autistic children were studied in order to examine programming needs and revealed that the first step of a color-cued sequencing task required four times more trials to learn than did the remaining five steps, producing a significant learning-to-learn curve.
Abstract: Learning-acquisition characteristics of six autistic children were studied in order to examine programming needs. Two studies were conducted. Study 1 showed that the first step of a color-cued sequencing task required four times more trials to learn than did the remaining five steps, producing a significant learning-to-learn curve. Study 2 confirmed earlier findings that extra-stimulus prompts are comparatively ineffective with autistic children when compared to within-stimulus prompts and showed extra-stimulus prompting to be effective following the use of within-stimulus prompting on a similar task.
11 citations
8 citations
TL;DR: The authors found that the difficulty of learning a particular organization was related to the memory load induced by the organization, and those differences were more consistent with a model of sequential learning proposed by Johnson (1970) than they were with a modeling model proposed by Estes (1972).
Abstract: Subjects learned a set of permutations of a base sequence of letters. A set of permutations either defined a hierarchical organization for the base sequence or did not. Sets that defined organizations led to more correct responses, and the pattern of interitem sequential dependencies revealed that subjects had learned the organization defined by a response set. Differences in learning could not be explained in terms of the frequency with which items occurred adjacently because that frequency was held constant for both organization-defining and organization-free response sets. The difficulty of learning a particular organization was related to the memory load induced by the organization, and those differences were more consistent with a model of sequential learning proposed by Johnson (1970) than they were with a model proposed by Estes (1972).
8 citations
TL;DR: The incidental learning for all four tasks is always lower than that for intentional learning, which indicates different classes of material within a slide of no consequence for learning.
Abstract: Publisher Summary This chapter discusses the simultaneous acquisition of multiple memories. The differences in performance observed for Condition FRD (simultaneous learning) and Condition F-R-D (sequential learning) are minor. The performance on all tasks is essentially equivalent for Conditions FRD and FRD(S). This indicates different classes of material within a slide of no consequence for learning. The incidental learning observed, does allow the conclusion, which can sometimes be drawn following the use of more conventional techniques for studying incidental learning. The incidental learning for all four tasks is always lower than that for intentional learning. The lack of correlations among the scores on the tasks may be because of the differences in the materials, not to the differences in the type of retention tests.
5 citations
TL;DR: In this paper, a social learning explanation for children's conceptual development is proposed, which involves consideration of cognitive factors such as prior rule learning as well as impinging social experience, and two aspects of children's conservation responding are explained according to a social-learning position: decalages and the shift from perceptual cues to quantitative cues.
5 citations
TL;DR: In this paper, a set of tasks was devised to measure different types of speed of information processing, and the results indicated three factors, which were interpreted as simultaneous and successive cognitive processing speed and motor speed.
Abstract: A set of tasks was devised to measure different types of speed of information processing. These tasks were administered to a sample of 87 children in Grade 3, and the data were factor analyzed. The results indicated three factors, which were interpreted as simultaneous and successive cognitive processing speed and motor speed. The significance of these results was discussed in terms of current research on human abilities and serial and parallel processes.
TL;DR: This paper determined whether the spontaneous speech of black children between the ages of 18 and 36 months contained Brown's semantic relations and attempted to identify the existence of such relations in their spontaneous speech.
Abstract: This study determines whether the spontaneous speech of black children between the ages of 18 and 36 months contained Brown’s semantic relations. The study also attempted to identify the existence ...