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
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