Coding Systems and the Comprehension of Instructional Materials
Abstract
The goal in this project was to try to bridge the gap between cognitive psychology and instructional technology. For the most part, contemporary cognitive psychology is built upon experiments that employ extremely simple, arbitrary and meaningless stimulus materials with respondents who spend only a total time that rarely exceeds a few hours. The new area of semantic memory, however, has encouraged experimentation with stimulus materials that are more complex, meaningful and highly organized. Document focuses upon the interaction between what an individual already knows and new inputs. On the one hand questions can be asked about how the content and organization of the old information affects the individual's ability to deal with the new input. Under what conditions is the new input altered or distorted so as to better fit with the old? Questions can also be asked about how the new inputs affect the stored information. Under what conditions does the input lead to change or modification of previous knowledge? Such questions are all related to the broader question of the different ways individuals encode new information and how such encoding affects later utilization of that information.
Document Details
- Document Type
- Technical Report
- Publication Date
- Aug 31, 1976
- Accession Number
- ADA117369
Entities
People
- Benson Schaeffer
- Gerald M. Reicher
- Ray Hyman
- Steven W. Keele
- Wayne A. Wickelgren
Organizations
- University of Oregon