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From behaviourism to cognitive behaviourism to cognitive development: Steps in the evolution of instructional design

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Abstract

The recent history of instructional technology is traced, starting with the work of Skinner, moving on to the task analytic approach of Gagné, and following through to contemporary efforts associated with the “cognitive revolution.” It is suggested that an understanding of the process of cognitive development may enable us to build on and improve earlier approaches, by adapting them more directly to students' current levels of cognitive development, and by ensuring that we do not overtax their information processing capabilities. To illustrate and support this claim, a number of recent instructional studies are cited, some of which have utilized classic developmental tasks, and some of which have utilized conventional classroom material.

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Reference Notes

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Authors and Affiliations

  1. Center for Applied Cognitive Science, Ontario Institute for Studies in Education, 252 Bloor Street West, M5S IV6, Toronto, Ontario, Canada

    Robbie Case & Carl Bereiter

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  1. Robbie Case
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  2. Carl Bereiter
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Case, R., Bereiter, C. From behaviourism to cognitive behaviourism to cognitive development: Steps in the evolution of instructional design. Instr Sci 13, 141–158 (1984). https://doi.org/10.1007/BF00052382

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