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Toward a cognitive schemata theory of self-instruction

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Abstract

An initial outline of a cognitive schemata theory of self-instruction is presented. Three levels of schemata are described briefly. Attention then is devoted to the cognitive organization and operation of these schemata in relation to procedural and declarative knowledge stores, and in relation to everchanging situational information. The primary objective is to provide an initial basis for conceptualizing the cognitive competence required for self-instruction.

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Authors and Affiliations

  1. Department of Educational Psychology, Faculty of Education, Althouse College, The University of Western Ontario, N6G 1G7, London, Canada

    Jack Martin

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  1. Jack Martin
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Requests for reprints should be directed to Jack Martin, Associate Professor, at the above address. Work on this paper was begun while the author was an Associate Professor in the Faculty of Education at Simon Fraser University.

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Martin, J. Toward a cognitive schemata theory of self-instruction. Instr Sci 13, 159–180 (1984). https://doi.org/10.1007/BF00052383

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