An approach to the psychology of instruction.

Abstract

Atkinson, F. C.; Paulson, J. A. An Approach to the Psychology of Instruction. Stanford Univ., Calif. Inst. for Mathematical Studies in Social Science. TR-1E7 14 Aug 7C 3Ep. EDRS Price MF-$0.25 EC-12.00 *Computer Assisted Instruction, *Instructional Design, *Learning Theories, *Mathematical Models, *Models, Rote Learning, Teaching Methods This paper describes three models of learning theories, derives optimal presentation strategies for the models, and compares the effectiveness of the strategies in two computer assisted instruction Experiments. The three models described are: 1) the linear, or response-insensitive model, in which the error probability for a given item depends on the number of times it has been presented; 2) the all-or-none model, in which the error probability for a given item depends on the number of times it has been answered correctly; and 3) the random-trial increments (RTI) model, which is a compromise between the linear and the all-or-none model. One (if the computer assisted instruction experiments reviewed compared the strategy derived from the linear model with the all-or-none strategy and found that the all-cr-none strategy accounted for significantly higher scores en both immediate and delayed posttests. Me second experiment compared all three strategies, and found the RTI strategy to be most effective. The paper recommends the formulation of other learning models which would take into account different variables. (RT) U.S. DEPARTMENT OF HEALTH, EDUCATION A 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 AN APPROACH TO THE PSYCHOLOGY OF INSTRUCTION