Descriptor
| Organization | 7 |
| Sequential Learning | 7 |
| Learning Theories | 3 |
| Models | 2 |
| Validity | 2 |
| Academic Achievement | 1 |
| Age Differences | 1 |
| Aptitude Treatment Interaction | 1 |
| Basic Skills | 1 |
| Cognitive Processes | 1 |
| College Students | 1 |
| More ▼ | |
Source
| American Educational Research… | 1 |
| Journal of Experimental… | 1 |
| Psychometrika | 1 |
| Reading Research Quarterly | 1 |
Author
| Bourque, Mary Lyn | 1 |
| Kallison, James M., Jr. | 1 |
| Mayer, Richard E. | 1 |
| McGregor, John D. | 1 |
| Owston, Ronald D. | 1 |
| Steve, Michael H. | 1 |
| Tennyson, Robert D. | 1 |
| Trembath, Richard J. | 1 |
| White, Richard T. | 1 |
Publication Type
| Reports - Research | 7 |
| Journal Articles | 4 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
Location
| Australia | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedOwston, Ronald D. – Psychometrika, 1979
The method of scoring is used to obtain maximum likelihood estimates of the parameters in White and Clark's (EJ 075 122) learning hierarchy validation model. From the proportion of the population possessing only the superordinate skill in a pair of hierarchical skills, and its variance, the hypothesis of inclusion is tested. (Author/CTM)
Descriptors: Learning, Mathematical Models, Organization, Scoring
Peer reviewedBourque, Mary Lyn – Reading Research Quarterly, 1980
Describes a study that attempted to establish whether or not a hierarchy exists among selected reading skills, to establish the direction and strength of such a relationship, and to compare empirical methodologies for establishing hierarchical relationships. (MKM)
Descriptors: Learning Theories, Organization, Phonics, Reading Instruction
Download full textMayer, Richard E. – 1977
This document discusses how the organization of instruction influences the encoding and structuring of new material in the memory and the subsequent transfer of such information to novel situations. A theory of instruction for problem solving that considers relevant cognitive variables and that specifies the conditions for productive learning is…
Descriptors: Cognitive Processes, Instruction, Learning Processes, Learning Theories
Peer reviewedKallison, James M., Jr. – American Educational Research Journal, 1986
The effects of teacher behaviors comprising lesson organization on student achievement were investigated in undergraduate students. Two instructional conditions were proper versus manipulated sequence and explicit organization behaviors present versus absent. Explicit organization had a significant effect on achievement. No significant…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Higher Education, Lesson Plans
Tennyson, Robert D.; Steve, Michael H. – 1973
In the first of three studies, separately reported, the effects of prompting and sequencing on a science concept task were studied with college students. The data analysis showed that the prompting procedure was significantly different from a no-prompting condition; prompting seemed to negate the affect of the defined concept instructional…
Descriptors: College Students, Concept Formation, Concept Teaching, Grade 7
Peer reviewedTrembath, Richard J.; White, Richard T. – Journal of Experimental Education, 1979
Mastery learning techniques were improved through mathematics instruction based on a validated learning hierarchy, presenting tasks in a sequence consistent with the requirements of the hierarchy, and requiring learners to demonstrate achievement before being allowed to proceed. (Author/GDC)
Descriptors: Age Differences, Educational Objectives, Foreign Countries, Mastery Learning
McGregor, John D. – 1978
An instructional program based on a learning hierarchy and involving the addition of fractions was presented to fourth grade students in a pretest - posttest design. The results of the tests were analyzed using both Walbesser's and White's techniques for validation. There was sufficient disagreement in the results to prevent a conclusion of…
Descriptors: Basic Skills, Curriculum Development, Intermediate Grades, Learning Modules
