A CLASSIFICATION OF LEARNING TASKS IN CONVENTIONAL LANGUAGE,
ILLINOIS UNIV AT URBANA-CHAMAPIGN
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Classifying learning tasks may aid in analyzing training requirements and applying learning principles. To this end the term learning task is defined for purposes of the classification, and a descriptive system is introduced for analyzing training requirements and for relating various practice conditions. A logically exhaustive classification is presented. Learning tasks are categorized by applying the definitional criteria sequentially. Major categories are perceptual-motor, discovery, under standing, perceptual judgment, and memorizing, corresponding roughly with common usage of the terms. The criteria for class membership are of three kinds a discrepancies between criterion performance and initial skills of trainees, b restrictions on practice conditions considered legitimate in meeting the particular performance test, and c the kind of overt behavior constituting criterion performance and the allowable alternatives in such performance. The restricted applicability of generalizations about learning to certain categories is discussed.