Theory Name: Component Display Theory

Authors: Merrill, David

Associated Learning Theory
Cognitive Learning Theory

Model Description
CDT specifies how to design instruction for any cognitive domain.

Specification of Theory
(a) Goals and preconditions
1. Two dimensions of learning
o Content- facts, concepts, procedures, and principles
o Performance- remembering, using, generalities.
2. Specifies four primary presentation forms:
o rules
o examples
o recall
o practice
3. Secondary presentation forms include:

o prerequisites,
o objectives,
o helps,
o mnemonics, and
o feedback.

(b) Principles
1. Instruction will be more effective if all three primary performance forms (remember, use, generality) are present.
2. Primary forms can be presented by either an explanatory or inquisitory learning strategy
3. The sequence of primary forms is not critical provided they are all present.
4. Students should be given control over the number of instances or practice items they receive.

(c) Condition of learning
- effective instruction is measured by the extent that it contains all necessary primary and secondary forms
- a complete lesson consists of an objective followed some combination of
o rules,
o examples,
o recall,
o practice,
o feedback,
o helps mnemonics appropriate to the subject matter and learning task

(d) Required media
None

(e) Role of facilitator

(f) Instructional strategies
Instruction would have the following sequence of activities
o Objective –
o Generality -
o Instance –
o Generality Practice -
o Instance Practice
o Feedback
o Elaborations

(g) Assessment method

Formative Research & Application
(a) Tested context: Served as he basis for the development of compter based instruction (TICCIT).
(b) Research method
(c) Research description
(d) Resources
http://tip.psychology.org/merrill.html