Review of Contemporary theories of learning.

The authors indicate that "It is the purpose of this textbook for university and college students to explain the most important theories of learning in the clearest and simplest possible language, to show the relevance of each of them to the educational process, and to point out that in spite of the many conflicts between these theories they have a common ground upon which can be based an intelligible pattern of classroom procedure". Each aspect of this purpose is in itself a large and important undertaking that makes quite different demands upon the authors and requires different evaluation criteria. Two responsibilities are assumed in accomplishing the first part of their purpose: (a) to indicate their criteria for selecting material from a theory, and (&) to explain each theory accurately. As the chapters are written the student is likely to infer that the volume presents unabridged theories of seven men (Thorndike, Guthrie, Hull, Skinner, Wheeler, Tolman and Dewey) and two positions- Functionalism and Gestalt. Since no selection criteria were indicated, the authors are open to the criticism that they have promised more than they have delivered. Also, Thorpe and Schmuller have not always been accurate. A fundamental difficulty is inherent in the approach taken by the authors to accomplish their second purpose. At the present time it is not possible to apply entire systems of learning to problems because they are not highly developed, logically integrated sets of axioms and postulates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Objective rules of sequencing applied to instructional material.

Applied objective rules of sequencing to elementary-level instructional material to determine their effect on time, errors made during instruction, and posttest errors. 105 2nd-grade pupils participated in the study, which required them to identify nouns, adjectives, and verbs embedded in sentences which were presented in a programmed instruction format. A multivariate analysis of covariance was performed with a 3-level independent factor of sequence type, using mental age (Otis Quick-Scoring Mental Ability Test) and pretest performance as covariates. The groups differed significantly, with errors made during instruction and time to complete the programs being most affected by the sequence manipulations. Results are discussed in terms of the application of the rules to various types of instructional material. (PsycINFO Database Record (c) 2010 APA, all rights reserved)