Abstract
This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning and thinking as well as knowledge acquisition. Integrating current methods of instructional strategies provides the framework for bridging the gap between cognitive learning theory and instructional design.
Similar content being viewed by others
References
Bransford, J. D. and Johnson, M. K. (1972). Contextual prerequisites for understanding: some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717–726.
Breuer, K. (1985). Computer simulations and cognitive development. In K. A., Duncan and D., Harris (Eds.), The proceedings of the world conference on computers in education. Amsterdam, The Netherlands: North Holland.
Breuer, K. (1987). Voraussetzungen und Zielvorstellungen fur das computerunterstutzte Lehren und Lemen. Unterrichtwissenschaft.
Brown, A. L. (1978). Knowing when, where, and how to remember: a problem of metacognition. In R., Glaser (Ed.), Advances in instructional psychology (Vol. 1). Hillsdale, N. J.: Lawrence Erlbaum Associates.
Collins, A. and Stevens, A. L. (1983). A cognitive theory of inquiry teaching. In C. M., Reigeluth (Ed.), Instructional-design theories and models: an overview of their current status. Hillsdale, N. J.: Lawrence Erlbaum Associates.
Dehen, N. and Schank, R. (1982). Artificial and human intelligence. In R. J., Sternberg (Ed.), Handbook of human intelligence (pp. 352–391). Cambridge, MA: Cambridge University Press.
Feuerstein, R., Rand, Y., Hoffman, M. B. and Miller, R. (1980). Instrumental enrichment: an intervention program for cognitive modifiability. Baltimore: University Park Press.
Frederiksen, N. (1984). Implications of cognitive theory for instruction in problem solving. Review of Educational Research, 54, 363–407.
Gagné, R. M. (1985). The conditions of learning. New York: Holt, Rinehart and Winston.
Gagné, R. M. (1987). Instructional technology: foundations. Hillsdale, N. J.: Lawrence Erlbaum Associates.
Gagné, R. M. and Glaser, R. (1987). Foundations in learning research. In R. M., Gagné (Ed.), Instructional technology: foundations (pp. 49–83), Hillsdale, N. J.: Lawrence Erlbaum Associates.
Goodlad, R. (1984). A place called the classroom. San Francisco: Freeman.
Kulik, J. A. and Kulik, C. C. (1984). Effects of accelerated instruction on students. Review of Educational Research, 54, 409–426.
Lawler, R. (1985). Computer experience and cognitive development: a child's learning in computer culture. New York: Wiley.
Morrison, G. R., Ross, S. M., O'Dell, M. and Schultz, W. (1988). Adapting text displays to media attributes: getting more out of less in CBI. Computers in Human Behavior, 4, 65–75.
Papert, S. (1980). Mindstorms. New York: Basic Books.
Petkovich, M. and Tennyson, R. D. (in press). Effects of worked examples on acquisition of declarative knowledge in rule learning. Journal of Educational Psychology.
Rabinowitz, M. and Glaser, R. (1985). Cognitive structure and process in highly competent performance. In F. D., Horowitz and M., O'Brien (Eds.), The gifted and the talented: a developmental perspective (pp. 75–98). Washington, DC: American Psychological Association.
Rasch, M. (1988). Computer-based instructional strategies to improve creativity. Computers in Human Behavior, 4, 23–28.
Reiser, R. (1987). History of instructional technology. In R. M., Gagné (Ed.), Instructional technology: foundations (pp. 11–48), Hillsdale, N. J.: Lawrence Erlbaum Associates.
Resnick, L. B. (1988). Syntax and semantics in learning to subtract. In T. P., Carpenter, J. M., Moser and T., Romberg (Eds.), Addition and subtraction: developmental perspective. Hillsdale, N. J.: Lawrence Erlbaum Associates.
Rohwer, W. D.Jr. (1975). Elaboration and learning in childhood and adolescence. In H. W., Reese (Ed.), Advances in child development and behavior. New York: Academic Press.
Ross, S. M. (1983). Increasing the meaningfulness of quantitative material by adapting to student background. Journal of Educational Psychology, 75, 519–529.
Ross, S. M., McCormick, D. B. and Krisak, J. (1986). Adaptive instructional strategies for teaching rules in mathematics. Educational Communications and Technology Journal, 30, 67–74.
Salisbury, D. (1988). Advanced designs in drill and practice. In D. Jonassen (Ed.), Instructional designs for microcomputer courseware (pp. 134–159).
Savell, J. M., Twohig, P. T. and Rachford, D. L. (1986). Empirical status of Feuerstein's “Instrumental Enrichment” (FIE) technique as a method of teaching thinking skills. Review of Educational Research, 56, 381–409.
Schroder, H. M. (1971). Conceptual complexity and personality organization. In H. M., Schroder and P., Suedfeld (Eds.), Personality theory and information processing. New York: Ronald Press.
Shiffrin, R. M. and Dumais, S. T. (1981). The development of automatism. In J. R., Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, N. J.: Lawrence Erlbaum Associates.
Streufert, S., Nogami, G. Y., Swezey, R. W., Pogash, R. M. and Woehlke, P. L. (1988). Computer assisted training of complex managerial performance. Computers in Human Behavior, 4, 77–88.
Streufert, S. and Swezey, R. W. (1986). Complexity, managers, and organizations. Orlando, FL: Academic Press.
Tennyson, R. D. (1981). Interactive effect of cognitive learning theory with computer attributes in the design of computer-assisted instruction. Journal of Educational Technology Systems, 10, 175–186.
Tennyson, R. D. (1988). An instructional strategy planning model to improve learning and cognition. Computers in Human Behavior, 4, 13–22.
Tennyson, R. D. and Breuer, K. (1984). Cognitive-Based design guidelines for using video and computer technology in course development. In O., Zuber-Skerritt (Ed.), Video in higher education (pp. 26–63). London: Kogan Page.
Tennyson, R. D. and Cocchiarella, M. J. (1986). An empirically based instructional design theory for concept teaching. Review of Educational Research, 36, 40–71.
Tennyson, R. D. and Park, O. (1987). Artificial intelligence and computer-based learning. In R. M., Gagné (Ed.), Instructional technology: foundations (pp. 319–342). Hillsdale, N. J.: Lawrence Erlbaum Associates.
Tennyson, R. D., Thurlow, R. and Breuer, K. (1987). Problem-oriented simulations to develop and improve higher-order thinking strategies. Computers in Human Behavior, 3, 151–165.
Wagner, R. K. and Sternberg, R. J. (1984). Alternative conceptions of intelligence and their implications for education. Review of Educational Research, 54, 179–224.
Zvacek, S. M. Word processing and the teaching of writing. Computers in Human Behavior, 4, 29–36.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Tennyson, R.D., Rasch, M. Linking cognitive learning theory to instructional prescriptions. Instr Sci 17, 369–385 (1988). https://doi.org/10.1007/BF00056222
Issue Date:
DOI: https://doi.org/10.1007/BF00056222