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Conference Proceedings from the Annual Carnegie Cognition Symposium (10Th, Vail, Colorado, June 2-8, 1974)

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Conference Proceedings from the Annual Carnegie Cognition Symposium (10Th, Vail, Colorado, June 2-8, 1974) DOCUMENT RESUME ED 123 584 CS 002 668 AUTHOR Klahr, David, Ed. TITLE Cognition and Instruction; Conference Proceedings from the Annual Carnegie Cognition Symposium (10th, Vail, Colorado, June 2-8, 1974). INSTITUTION Carnegie-Mellon Univ., Pittsburgh, Pa. Dept. of Psychology. SPONS AGENCY Office of Naval Research, Washington, D.C. Personnel and Training Research Programs Office. PUB DATE May 76 CONTRACT N00014-73-C-04^5 NOTE 356p.; Some parts of text may not reproduce clearly due to smallness of type* ' EDRS PRICE *MF-$0.83 HC-$19.41 Plus Postage. DESCPIPTOES *Cognitive Development; *Cognitive Processes; Comprehension; Conference Reports; Educational Psychology; *Instruction; *Instructional Design; *Learning; Memory; Problem Solving; *Research ABSTRACT This book, containing conference papers and a summary of activities, focuses on the contributions which current research in cognitive psychology can make to the solution of problems in instructional design. The first three parts of the book include sets of research contributions followed by discussions: part one deals with different strategies for instructional research, part two concerns process and structure in learning, and part three concentrates on the processes that underlie the comprehension of verbal instructions. The fourth part contains three Chapters that offer critiques, syntheses, and evaluations of various aspects of the preceding chapters. A list of references and author and subject indexes are included. (JM) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes,every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproddctions ERIC makes available * * via, the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. **** ****************************************************************** U S DEPARTMENT OF HEALTH, 4 EDUCATIONS, WELFARE NATIONAL INSTITUTE OF EDUCATION THS DOCUMENT HAS BEENREPRO- Di4CED EXA( TLY AS RECEIVEDFROM THE PERSON OR ORGANIZATIONORIGIN- Tf Nt; IT POINTS OF VIEW OROPINIONS STATED DO NOT NECESSARILYREPRE OF SENT or F.t GAL NATIONAL INSTITUTE EDUCATION POSITION OR POLICY Conference Proceedings from the Tenth Annual Carnegie Cognition Symposium: Cognition and Instruction .David Klahr Department of Psychology Carnegie-Mellon University' Pittsburgh, Pennsylvania 15213 May 1976 Personnel and Training Research Programs Offict of Naval Research (Code 458) Arlington, Virginia 22217 Contract No: N00014-73-C-0405 2 Contents 'Preface ix PART I:STRATEGIES FOR. INSTRUCTIONAL RESEARCH 1 ".1! yting Language Skills:,The Rote of Instruction John B. Carroll 3 2.Sources of Dependency in Cognitive Processes Robert C. Calfee 23 3.Task Analysis in Instructional Design: Some Cases from Mathematics, Lauren B. Resnick 51 Ai f.pciveInstructional Systems: Some Attempts to Optimize the Learning Process, Richard C. Atkinson 81 5.Methods and Models for Task Analysis in Instructional Design, Lee W. Gregg 109 6.Notes on a Cognitive Theory of Instruction, David R. Olson 117 PAR T II:PROCESS AND STRUCTURE IN LEARNING 7.Cognitive Objectives of Instruction: Theory of Knowledge for Solving Problems and Answering Questions, James G. Greeno 123 8.Impression Formation, Discrepancy from Stereotype, and RecogniyIn Memory, Ray Hyman 161 3 vii: 4.1 viii CONTENTS 9.Comments on Learning Schemata and Memory Representation, Donald A. Norman, Donald R. Gentner, and Albert L. Stevens 177 10.Abstract Conceptual Knowledge: How We Know What We Know, Robert E. Shaw and Buford E. Wilson 197 11.Toward a Theory of Instructional Growth, S. Farnham Diggory 223 12.It's the Thought that Counts: New Approachesto Educational Theory, John R. Hayes 235 PARTIII:FUNDAMENTAL PROCESSES IN COMPREHENDING AND UNDERSTANDING INSTRUCTIONS "13.Verbal Comprehension in Instructional Situations, Marcel Adam Just and Patricia A. Carpcnrer 14. Understanding Complex Task Instructions, Herbert A. Simon and John R. Hayes 15. Education and Understanding, Allan Collins 16.Instruction in Difficult Contexts: Comments on Just and Carpenter and Simon and Hayes, Robert E. Shaw PART IV: GENERAL COMMENTS 17.Cognitive Psychology and Instructional Design, Robert Glaser 303 18.'Implications for Instructional Research, Courtney B.,'Cazden 317 19 , Designing a Learner: Some Questions, David Klahr 325 REFERENCES Author Index' 349 Subject Index 355 Preface What contributions can current research in cognitive psychology make to the solution of problems in instructional design? This volume presents responses to this question from some, of the best workers in an emerging field thatI have labeled "Cognition' and Instruction": people concerned with the investigationof the cognitive processes involved in instructional situations. The focusof this volume was presaged by comments made in a previous volume on cognitive psychology (Forehand, I 974):. In what seems remarkably few years, informationIlrocessing psychology has conic to dominate The experimental study of complex human behavior. That rapid success encourages inc to speculate that within a comparably short time theapproach will have as much of an impact on psychology in thefield as it has had on psychology in the laboratory. In particular, its potential for illuminating recalcitrant problems ineducation seems evident 1p, 159]. The chapters inthis volume indicate the extent to which this potential has already begun to be realized. The book is divided into four parts. The firstthree parts include sets of re- search contributions followed by discussions,and the fourth part contains three chapters that offer critiques, syntheses, and evaluationsof various aspects of the preceeding papers. Thechapters in Part I represent different strategies forinstructional research. In the first chapter, Carroll, raising some of the issuesfacing psycholinguistic theory, asks whether we yet know enough tointentionally teach language skills according to' a systematic instructional theory.He summarizes three lines of theoretical developmentnaive,behavioral, and cognitivethat bear upon the issue, and finally suggeststhat an information-processing view of the cognitive processes underlying language behavior mayultimately provide the basis for a theory of language instruction. In Chapter2, Calfee presents a X PHE E ACE research strategy that focuses upon the interpretation of the empiricalresults obtained in both the laboratory and in instructional settings. liepoints out the potential pitfalls awaiting the instructional evaluatorwho has not care- fully considered al, possible sources of interdependency in thecognitive models, The statistical. analyses proposed by Calfeemay be useful to those faced with the task of identifying the extent and the pattern of the effects ofInstruction. Resnick focuses upon the area of early matheinatics instruction,and she reviews and evaluates the precursors of current pro(:":dures.in task analysis.tier contribution traces the development of a strategy. im(instructional researchthat utilizesinformation-processing models of cognitiontomeetthepractical demands of creating effective instructionalprocedures. v, Atkinson provides a glimpse of the latest products or hisextensive research pro rant, which is aimed at developing what he calls "adaptive instructional systems." His research strategy is basedupon the view that "an all-inclusive theory learningisnotaprerequisiteforthe development of optimal procedures." PartI concludes with discussions by Gregg and Olson, and theircomments further emphasise the variety of strategic approaches to researchon instruction. Gregg argues for the importance of understanding and representing thelearner's strategiesininstructional situations, whereas Olson raises- the issue of the ultimate social utility of what we decide to teach to children. The chapters in PartIIfocus upon process and structure in learning. The' emphasis is upon the precise, explicit, and detailed representation ofwhat is learned, hOw itisutilized, and how itis modified. In Chapter 7, Greeno demonstrates what such an extensive representation might look like. lie provides an elaborate statement 01the cognitive objectives for three different areas: elementary antluneti(', 'high-school geometry, and college-level psychophysics. knowledge in each area is represented by a different collection of building blocks taken from current mlonnation-processing theories. One ot the central issues in instructional research is how new knowledge is ammo& 1 lyman, in Chapter. describes a paradigm for exploring theways in which memoty is restructured when new intOrmation is discrepant frompre- existent stereotypes. Hyman uses a paradigm borrowed from social psychological studies ot impression formation, and shows that it has.intplications for themore amoral issue of information acquisition. InCII,Irtel9, Norman. Gerstner, and Stevens utilize tools-some of diem already described by Greeno- to (tenth.' the general nation ot "schema." The analysis by Norman. Gentner, and Stevens is extremely fine grained: they slew lop detailed representations for an increasingly, Jich 'understanding of such basic concept; as "give" and "buy." They aiene that such representations make it possible to-be quite precise
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