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Showing papers on "Task analysis published in 1968"


Journal ArticleDOI
TL;DR: In this paper, the authors summarized and integrated research concerned with a long-neglected topic in psychology: the relationship between conscious goals and intentions and task performance, and concluded that any adequate theory of task motivation must take account of the individual's conscious intentions and intentions.

2,264 citations





Journal ArticleDOI
01 Dec 1968

25 citations





Journal ArticleDOI
TL;DR: In this article, an attempt has been made to examine some of the problems and possibilities inherent in the psycho-educational evaluation and programming of learning disabilities and the quandary presented by the traditional psychometric role of the school psychologist was resolved with the proposal that he move into the field of educational task analysis and programming as a professional educational consultant.

4 citations






01 May 1968
TL;DR: In this article, the problems and methods of learning theory and training technology seem similar, they are in fact subtly different, and illustrations of dissonance are discussed, using the following natural but inefficient extrapolations from academic traditions: to test a training program, compare two candidate programs, to compare two training devices, hold Ss, training time, and method constant; the problem of training program is a special case of transfer of training; a single objective task analysis may be used for any of several research purposes.
Abstract: : While the problems and methods of learning theory and training technology seem similar, they are in fact subtly different Illustrations of dissonance are discussed, using the following natural but inefficient extrapolations from academic traditions: to test a training program, compare two candidate programs, to compare two training devices, hold Ss, training time, and method constant; the problem of a training program is a special case of transfer of training; a single objective task analysis may be used for any of several research purposes; and training methods for psychomotor performance and sensory discrimination are the best investment of training research (Author)




05 Aug 1968
TL;DR: The results of a rigorously sampling sampling mathematics ccmEutaticnal skills, as possessed by grades 1 12 students attending private and public schools, in a rural semiurban, contiguous area in Ccnnecticut, are contained in this repert.
Abstract: EDRS Price MF$0025 HC$1.45 *Achievement Rating, *Arithmetic, Data Analysis, Elementary Grades, *Graphs, Mathematical Experience, *Mathematics Educaticn, *Rural Areas, Seccndary Grades, Skills, Small Schools, Task Analysis Ccnnecticut, Wide Range Achievement Test, WRAT The results of a rigorously ccntrclled sampling cf mathematics ccmEutaticnal skills, as possessed by grades 1 12 students attending private and public schools, in a rural semiurban, contiguous area in Ccnnecticut, are contained in this repert. Status study data is presented ir a graphic form. The data reported is derived from an item analysis of the mathematical computaticnal subsEcticn of the Wide Range Achievement Test (WRAT), 1965 revision. Nc reasons or causes of success or failure are given, but scme suggestions frcm recent research are offered as Fcssible contributing factors. A related dccument is RC 003 42E. (Si) k. I "METICS** **ANONYMOUS (AN ANALYSIS OF COMPUTATIONAL MATHEMATICAL ACHIEVEMENT IN SIX TOWNS) U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BY Geoftge Me Mile" Ay TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF . EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." GEORGE M. MURPHY Director & Principal Investigator COOPERATIVE EDUCATIONAL SERVICES CENTER BOX 528, Winsted, Connecticut 06098 Copyright 1968 All Rights Reserved Copyright p George M. Murphy 1968 No part in this report may be used or reproduced in any manner whatsoever without written permission. For information,address George M. Murphy Box 176 Pleasant Valley, Connecticut 06063 The major portion of the raw data analysed in this report was originally obtained under grants from the U.S.Office of Educetion,(P.A.C.E.), & the Connecticut State Department of Education, and was reported in summary form in another publication. All material and interpretation contained herein is the sole responsibility of the author and does not necessarily reflect the opinions or positions of any other persons, or of any agency. Printed on an Offset Duplicator, published by the Cooperative Educational Services Center, Winsted Connecticut 06098. August 5th,1968


Journal ArticleDOI
TL;DR: It is argued that in all junior teaching and in much secondary teaching, entirely verbal programs are inappropriate and at these levels a program must therefore make use of integrated ancillary material.
Abstract: This paper presents the view that questions such as whether or not to use machines or whether or not to use a branching or a linear mode are more appropriate to the tactics of program writing than to the strategy. A more fruitful approach is to develop a considered optimum strategy through the procedures of task analysis and only then to consider the implications in terms of hardware and the specific instructional mode. No assumptions are made about the “true” nature of a program but the view is taken that a program is a pre‐prepared lesson which has been empirically validated. It is argued that in all junior teaching and in much secondary teaching, entirely verbal programs are inappropriate. At these levels a program must therefore make use of integrated ancillary material. A program could therefore be considered to have a central core which acts as a datum, which controls the learning activity of the children, and which provides feedback. Some material has no obvious “best” sequence. Different children may have different strategies in the same learning situation. A model of a program to allow for different strategies is presented and its implications for programming discussed. Tactical problems concerning the relating of ancillary material (including hardware) to the central datum are discussed, together with flexible approaches to frame writing.