Implications of Research on Internal Processing Operations in Learning and Memory for Serial Task Training.
UNIVERSITY OF SOUTHERN CALIFORNIA LOS ANGELES DEPT OF PSYCHOLOGY
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The literature of learning research in which the internal processing operations of the learner were studied was reviewed. The current thinking of learning theorists regarding the nature and importance of these processes in learning and retention is described. The significance of this research for instructional technology is examined. It appears that this research marks the beginnings of a science of learning ability which may ultimately result in marked improvements in learning and retention. Verbalization, imagery, and organization engaged in by the learned during periods of rehearsal and self-initiated recall have been shown by theorists to have surprisingly strong positive effects on learning and retention. These internal processing operations, and selective attention, are worthy of immediate consideration by the instructional technologist. Two courses of action are suggested programmatic research on these processes in the context of meaningful material, using appropriate learning induction mechanisms, and reorientation of the goals and methods of instructional technology to give greater emphasis to learning to learn. Author
- Humanities and History