Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials
Students regularly receive conceptually related information from several different sources. For example, a student might study several textbook chapters concerning U.S. involvement in World War II. All of the studied information would be related at a general topical level. In addition, some of the information would be related in more specific ways. For example, the student might learn that the U.S. took various actions during the war, including bombing Hiroshima and Nagasaki, liberating France, giving monetary aid to China, etc.
KeywordsConceptual Relation Instructional Material Memory Representation Memory Organization Minor Offense
Unable to display preview. Download preview PDF.