Instruction: Theoretical and Applied Perspectives
Ronna F. Dillon, James W. Pellegrino
Praeger, 1991 - Education - 190 pages
Researchers from major military personnel research organizations and universities contributed to this volume. The essays study: student cognitive attributes and performance in a computer-based instructional setting; factors in retention of procedural tasks; experimental investigation of text comprehension in bilinguals; functional context theory; literary and electronics training; problem solving in technical domains; motivation, learning, and prescriptions for change; teaching interpretive skills; training analysis and design for complex aircrew tasks; and implementation of instructional system development in the U.S. Army. This book will be invaluable to educators in the academic and military worlds.
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Olson ( 1976 ) , in providing early notes on the interface between cognitive theory and the outcomes of instruction , asks what a cognitive theory of instruction should look like . He notes that , in very general terms , cognitive ...
Complex Technical Domain Performance Glaser & Bassok ( 1989 ) note that performance in complex technical domains depends on factors including the learner's previous knowledge and the technical knowledge demands of the task .
In fact , it is interesting to note the aspects of military performance that seem intrinsically motivating because tasks hold a high degree of interest - value , challenge , and fantasy ( the jet pilots represent one example ) .
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Student Cognitive Attributes and Performance in a Computer
Cognitive Factors in Learning and Retention of Procedural Tasks
Functional Context Theory Literacy and Electronics Training
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