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Okey, James R. – AV Communication Review, 1973
Some of the procedures for developing and validating learning sequences or learning hierarchies are explored. For each of these procedures, references are provided that can be used for additional study or clarification of the procedures. (Author)
Descriptors: Developmental Tasks, Educational Research, Learning, Learning Theories
Putz, Hans-Henning – Linguistik und Didaktik, 1973
Descriptors: Acoustics, Instructional Program Divisions, Language, Language Patterns
Peer reviewedSocial Education, 1972
The interdisciplinary social studies materials for sequential use in grades nine through twelve and designed to help each student develop into an independent thinker and a responsible citizen are assessed. Most class activities are organized around directed discussion working toward the objectives of inquiry skills, knowledge, values, and…
Descriptors: Curriculum Evaluation, Inquiry, Interdisciplinary Approach, Program Descriptions
Burrows, D.; Okada, R. – Journal of Experimental Psychology, 1973
Research supported by grants from the National Science Foundation, National Institute of Child Health and Human Development, University of Minnesota, and National Research Council of Canada. (DS)
Descriptors: Associative Learning, Learning Processes, Memory, Psychological Studies
Peer reviewedSiegel, Ernest – Journal of Learning Disabilities, 1972
Descriptors: Behavioral Objectives, Exceptional Child Education, Guidelines, Learning Disabilities
Pinson, Nancy; Allen, Audrey – Instructor, 1972
Discusses the attempt to provide youngsters in inner-city schools with the kinds of experiences which permit the exploration of future roles without premature commitments, and to help them make decisions with optimism and self-knowledge. (RB)
Descriptors: Career Planning, Community Involvement, Concept Formation, Curriculum Enrichment
Freasier, Aileen W. – Education and Training of the Mentally Retarded, 1971
Descriptors: Art, Curriculum Design, Exceptional Child Education, Handicrafts
Peer reviewedJacobs, J. Walter; Foshee, Donald P. – American Journal of Mental Deficiency, 1971
Descriptors: Behavior Change, Exceptional Child Research, Learning Processes, Mental Retardation
Peer reviewedHolden, Edward A. – American Journal of Mental Deficiency, 1971
Descriptors: Adolescents, Cognitive Processes, Exceptional Child Research, Mental Retardation
Peer reviewedGuthrie, John T.; Goldberg, Herman K. – Journal of Learning Disabilities, 1972
Descriptors: Exceptional Child Research, Learning Disabilities, Memory, Reading Ability
Crawford, Bryant, Jr. – American Council on Industrial Arts Teacher Education Yearbook, 1971
The scope and sequence of industrial arts collegiate undergraduate programs are developed. (Author/GB)
Descriptors: Course Content, Curriculum Development, Educational Innovation, Industrial Arts
Peer reviewedJacobus, Kenneth A.; Love, Craig T. – Journal of Psychology, 1971
Descriptors: Cognitive Processes, College Students, Error Patterns, Inhibition
Peer reviewedRoss, John A.; Maynes, Florence J. – Canadian Journal of Education, 1983
Instructional design strategy for improving problem solving is presented. The strategy entails selecting an appropriate domain of problem-solving tasks, learning hierarchies, teaching methods and assembling of learning materials, and designing teacher training and evaluation. Obstacles to be overcome and directions for future research are…
Descriptors: Cognitive Processes, Evaluation Methods, Foreign Countries, Instructional Design
Peer reviewedCordoni, Barbara K.; And Others – Journal of Learning Disabilities, 1981
Consistent with earlier research using the Wechsler Intelligence Scale for Children (WISC) and the WISC-Revised, the Information, Digit Span, and Digit Symbol (i.e., Coding) subtests contribute substantially and independently to group differentiation. A. Bannatyne's Sequential factor also discriminates between these groups. (Author)
Descriptors: College Students, Higher Education, Intelligence Tests, Learning
Wilson, Brent G.; Merrill, M. David – Performance and Instruction, 1980
Shows how elaboration theory (ET) sequences the concepts in a taxonomy and argues that the product of an ET analysis is usually in general agreement with sequencing based on learning prerequisite relationships, and that ET sequencing of taxonomic concepts will not violate learning prerequisite relationships. (Author/MER)
Descriptors: Classification, Cognitive Processes, Concept Formation, Concept Teaching
