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Interaction of Cognitive Abilities with Availability of Behavioral Objectives in Learning a Hierarchical Task by Computer-Assisted Instruction.

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Title: Interaction of Cognitive Abilities with Availability of Behavioral Objectives in Learning a Hierarchical Task by Computer-Assisted Instruction.
Authors: Merrill, Paul Felshaw, Texas Univ., Austin. Computer-Assisted Instruction Lab.
Peer Reviewed: N
Page Count: 107
Publication Date: 1970
Sponsoring Agency: Advanced Research Projects Agency (DOD), Washington, DC.
Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Descriptors: Behavioral Objectives, Cognitive Ability, Computer Assisted Instruction, Discovery Processes, Learning Processes, Performance Factors, Reaction Time, Time Factors (Learning), Transfer of Training
Abstract: The effects of the availability of behaviorally stated objectives on the learning process were studied. It was hypothesized that objectives would serve as orienting stimuli which would help students to attend to, process, and organize relevant aspects of displayed information in accordance with stated objectives. Therefore, the presentation of objectives was expected to reduce the number of examples and the amount of time required to learn the task, to facilitate performance on transfer retrieval criterion measures, and to reduce the requirements for memory and reasoning abilities. The learning task consisted of a hierarchical imaginary science called the science of Xenograde systems (see EM 009 053). It was presented by an IBM 1500/1800 computer-assisted instruction system to 130 introductory educational psychology and science education students. Subjects were randomly assigned to an example-only group, an objective-example group, a rule-example group, or an objective-rule-example group. A significant rule effect was found in that the rule groups needed less time and fewer examples than the no-rule groups. Objectives significantly reduced the number of examples required to learn the task, but did not reduce total latency. Objectives and/or rules also effected a reduction in the requirement for reasoning ability. (Author/JY)
Entry Date: 1971
Accession Number: ED051668
Database: ERIC
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  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED051668
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IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Interaction of Cognitive Abilities with Availability of Behavioral Objectives in Learning a Hierarchical Task by Computer-Assisted Instruction.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Merrill%2C+Paul+Felshaw%22">Merrill, Paul Felshaw</searchLink><br /><searchLink fieldCode="AR" term="%22Texas+Univ%2E%2C+Austin%2E+Computer-Assisted+Instruction+Lab%2E%22">Texas Univ., Austin. Computer-Assisted Instruction Lab.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 107
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1970
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Advanced Research Projects Agency (DOD), Washington, DC.<br />Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Behavioral+Objectives%22">Behavioral Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Discovery+Processes%22">Discovery Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Reaction+Time%22">Reaction Time</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The effects of the availability of behaviorally stated objectives on the learning process were studied. It was hypothesized that objectives would serve as orienting stimuli which would help students to attend to, process, and organize relevant aspects of displayed information in accordance with stated objectives. Therefore, the presentation of objectives was expected to reduce the number of examples and the amount of time required to learn the task, to facilitate performance on transfer retrieval criterion measures, and to reduce the requirements for memory and reasoning abilities. The learning task consisted of a hierarchical imaginary science called the science of Xenograde systems (see EM 009 053). It was presented by an IBM 1500/1800 computer-assisted instruction system to 130 introductory educational psychology and science education students. Subjects were randomly assigned to an example-only group, an objective-example group, a rule-example group, or an objective-rule-example group. A significant rule effect was found in that the rule groups needed less time and fewer examples than the no-rule groups. Objectives significantly reduced the number of examples required to learn the task, but did not reduce total latency. Objectives and/or rules also effected a reduction in the requirement for reasoning ability. (Author/JY)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1971
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED051668
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED051668
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 107
    Subjects:
      – SubjectFull: Behavioral Objectives
        Type: general
      – SubjectFull: Cognitive Ability
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Discovery Processes
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Reaction Time
        Type: general
      – SubjectFull: Time Factors (Learning)
        Type: general
      – SubjectFull: Transfer of Training
        Type: general
    Titles:
      – TitleFull: Interaction of Cognitive Abilities with Availability of Behavioral Objectives in Learning a Hierarchical Task by Computer-Assisted Instruction.
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Texas Univ., Austin. Computer-Assisted Instruction Lab.
      – PersonEntity:
          Name:
            NameFull: Merrill, Paul Felshaw
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 1970
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