This is a preview of subscription content, log in via an institution to check access.
References
Cronbach, L. J. “Course Improvement Through Evaluation.”Teachers College Record 64: 672–83; 1963.
—. “The Two Disciplines of Scientific Psychology.”American Psychologist 12: 671–84; 1957.
Evans, J. L. “Programing in Mathematics and Logic.”Teaching Machines and Programed Learning, II: Data and Directions. (Edited by R. Glaser.) Washington, D.C.: National Education Association, 1965. pp. 371–440.
Fowler, H.Curiosity and Exploratory Behavior. New York: Macmillan, 1965.
Gagné, R. M. “Abilities and Learning Sets in Knowledge Acquisition .”Psychological Monographs 75: No. 14; 1961.
—. “The Acquisition of Knowledge.”Psychological Review 69: 355–65; 1962.
—.Conditions of Learning. New York: Holt, Rinehart and Winston, 1965.
Gibson, Eleanor J. “Learning To Read.”Science 148: 1066–72; 1965.
Glaser, R. “Instructional Technology and the Measurement of Learning Outcomes: Some Questions.”American Psychologist 17: 519–21; 1963.
Glaser, R.; Ramage, W. W.; and Lipson, J. I.The Interface Between Student and Subject Matter. Pittsburgh, Pa.: Learning Research and Development Center, University of Pittsburgh, 1964.
Glaser, R. ; Reynolds, J. H. ; and Fullick, Margaret G. “Programmed Learning in the Intact Classroom.”Psychology in the Schools (in press).
Kaess, W., and Zeaman, D. “Positive and Negative Knowledge of Results on a Pressey-Type Punchboard.”Journal of Experimental Psychology 60: 12–17; 1960.
Lewis, B. N., and Pask, G. “The Theory and Practice of Adaptive Teaching Systems.”Teaching Machines and Programed Learning, II: Data and Directions. (Edited by R. Glaser.) Washington, D.C.: National Education Association, 1965. pp. 213–66.
Markle, Susan M. “Programed Instruction in English.”Teaching Machines and Programed Learning, II: Data and Directions. (Edited by R. Glaser.) Washington, D.C.: National Education Association, 1965. pp. 546–83.
Mechner, F. “Science Education and Behavioral Technology.”Teaching Machines and Programed Learning, II: Data and Directions. (Edited by R. Glaser.) Washington, D.C.: National Education Association, 1965. pp. 441–507.
Premack, D. “Toward Empirical Behavior Laws: I. Positive Reinforcement.”Psychological Review 66: 219–33; 1959.
Silberman, H. F. “Reading and Related Verbal Learning.”Teaching Machines and Programed Learning, II: Data and Directions. (Edited by R. Glaser.) Washington, D.C.: National Education Association, 1965. pp. 508–45.
Skinner, B. F.Verbal Behavior. New York: Appleton-Century-Crofts, 1957.
Suppes, P. “Modern Learning Theory and the Elementary School Curriculum.”American Educational Research Journal 1: 79–93; 1964.
Suppes, P., and Ginsberg, Rose. “Application of a Stimulus Sampling Model to Children’s Concept Formation with and without Overt Correction Response.”Journal of Experimental Psychology 63: 330–36; 1962.
Swets, J. A., and others. “Learning To Identify Nonverbal Sounds: An Application of a Computer as a Teaching Machine.”Journal of the Acoustical Society of America 34: 928–35; 1962.
Taber, J. I.; Glaser, R.; and Schaefer, H. H.Learning and Programmed Instruction. Reading, Mass.: Addison-Wesley, 1965.
Travers, R. M. W.Essentials of Learning. New York: Macmillan, 1963.
Author information
Authors and Affiliations
Additional information
This paper has been adapted from the final chapter ofTeaching Machines and Programed Learning, II: Data and Directions. (Edited by Robert Glaser.) Washington, D.C.: National Education Association, 1965.
Rights and permissions
About this article
Cite this article
Glaser, R. Psychological bases for instructional design. AVCR 14, 433–449 (1966). https://doi.org/10.1007/BF02768527
Issue Date:
DOI: https://doi.org/10.1007/BF02768527