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Hierarchical Preview VS Problem Oriented Review in Learning an Imaginary Science1:

Hierarchical Preview VS Problem Oriented Review in Learning an Imaginary Science1: HIERARCHICAL PREVIEW VS PROBLEM ORIENTED REVIEW IN LEARNING AN IMAGINARY SCIENCE1 M. DAVID MERRILL, Brigham Young University and LAWRENC E M. STOLUROW, University of Illinois Previous investigations related to the nature of hierarchical tasks (Gagne, and others, 1961, 1962; Merrill, 1965) have not drawn a clear distinction between the hierarchical structure of a task and a hierarchical presentation of the task. A hierarchical structure is perceived by a logical analysis which demonstrates that concepts and principles of the higher levels are combinations, reorganizations, elaborations, and applications of the concepts and principles at the lower levels (Gagne, 1965). A hier­ archical presentation results when lowest level is presented to the learner first, then the next level is presented, etc. I t was demonstrated (Merrill, 1965) that in learning a hierarchically structured imaginary science £s (Group V) who received only a sum­ mary of each lesson (or level) prior to a correction/review test section performed as well on a three-week retention test as Ss who received considerably more detailed program instruction prior to the test section. When total time for learning and retention was considered, Ss in this summary-review condition learned the task in half the time required for the other http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Hierarchical Preview VS Problem Oriented Review in Learning an Imaginary Science1:

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References (7)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003004251
Publisher site
See Article on Publisher Site

Abstract

HIERARCHICAL PREVIEW VS PROBLEM ORIENTED REVIEW IN LEARNING AN IMAGINARY SCIENCE1 M. DAVID MERRILL, Brigham Young University and LAWRENC E M. STOLUROW, University of Illinois Previous investigations related to the nature of hierarchical tasks (Gagne, and others, 1961, 1962; Merrill, 1965) have not drawn a clear distinction between the hierarchical structure of a task and a hierarchical presentation of the task. A hierarchical structure is perceived by a logical analysis which demonstrates that concepts and principles of the higher levels are combinations, reorganizations, elaborations, and applications of the concepts and principles at the lower levels (Gagne, 1965). A hier­ archical presentation results when lowest level is presented to the learner first, then the next level is presented, etc. I t was demonstrated (Merrill, 1965) that in learning a hierarchically structured imaginary science £s (Group V) who received only a sum­ mary of each lesson (or level) prior to a correction/review test section performed as well on a three-week retention test as Ss who received considerably more detailed program instruction prior to the test section. When total time for learning and retention was considered, Ss in this summary-review condition learned the task in half the time required for the other

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

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