The Effects of Instructional Sequencing on Learning from a Simple Knowledge Structure

Natkin, Gerald; Moore, John W.

doi:10.3102/00028312009004599

American Educational Research Journal

1972

DOI: 10.3102/00028312009004599

|View full text |Cite

The Effects of Instructional Sequencing on Learning from a Simple Knowledge Structure

Gerald Natkin¹,

John W. Moore

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

1974

1990

Publication Types

Select...

Article5

Relationship

Self Cite0

Independent5

Authors

Journals

Cited by 5 publications

(1 citation statement)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous research (Kissler & Lloyd, 1973;Natkin & Moore, 1972) on the effects of sequential organization on learning meaningful material has shown that criterion effects were observed most frequently when the verbal material contained interrelated sentences as opposed to free-standing sentences. A limitation of these studies, however, was that they did not provide a theoretical basis for variations in sequential organization nor did they use quantitative methods to assess variations in structure.…”

mentioning

confidence: 95%

Lesson kinetic structure analysis as related to pupil awareness and achievement.

Browne¹,

Anderson²

1974

Journal of Educational Psychology

View full text Add to dashboard Cite

This study investigated the effects of variations in communication structure on knowledge acquisition and subject's awareness of structure variation. Three transcripts differing in content structure as determined by kinetic structure analysis were developed. The amount of kinetic structure in a communication was the number of words held in common in pairs of contiguous statements. The 191 subjects were ninth graders. Three experimental groups were administered one of the three structure treatments. Data showed that student achievement is directly related to communication structure (p < .05). Subjects were not able to detect variations in lesson structure. A method of sensitivity training was devised which produced discrimination ability (p < .05). The theory-based, quantitative method of communication structure used herein yields significant effects on learning outcomes. Pupil assessment of teacher competencies in this domain may not be valid without preliminary sensitivity training.

show abstract

mentioning

confidence: 95%

Lesson kinetic structure analysis as related to pupil awareness and achievement.

Browne¹,

Anderson²

1974

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

The sequencing of instruction and the concept of assimilation-to-schema

Mayer

1977

Instr Sci

View full text Add to dashboard Cite

The concept of assimilation-to-schema proposes that learning depends on three conditions: (1) the reception of the to-be4earned material, (2)the availability of a cognitive structure to which the new material may be assimilated, (3) the activation of the structure during learning. The concept provides weak (i.e., concerning amount of learning) and strong (i.e. concerning the structure of learning outcomes) predictions with respect to the effects of sequencing of instruction, ordering of instruction and organization of instruction. The present review demonstrates that studies of the role of instructional sequencing provide an important test of the assimilation-to-schema theory, and that many apparent inconsistencies in the literature may be better understood by an analysis of the internal assimilation process.The Concept of Assimilation-to-Schema

show abstract

Differential Importance of Hierarchical Learning, Abstractness, and Imagery

Hauck

Moore

Sancilio³

1990

Psychol Rep

View full text Add to dashboard Cite

This research examined the relative contribution of hierarchical sequencing, abstractness, and imagery to learning. In the past, hierarchical, logical sequencing was not shown to be superior to other modes of instruction, and the interaction of imagery, abstractness, and sequencing had not been examined, especially regarding the possible superiority of any of these as a contributor to learning. The data were produced by 108 high school students who studied sequences of hierarchically related information arranged in a 2 x 2 x 2 factorial design the dimensions of which varied according to the degree of imagery (high and low), abstractness (abstract and concrete), and type of sequencing (logical and scrambled). Analyses of the amount of learning under these conditions showed that hierarchical sequencing is not only relevant to learning but more related than either imagery or the abstractness of material to be learned. Additional suggestions are made regarding instruction and research especially in relation to matrix rather than hierarchial arrangements of information.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

The Effects of Instructional Sequencing on Learning from a Simple Knowledge Structure

Cited by 5 publications

References 5 publications

Lesson kinetic structure analysis as related to pupil awareness and achievement.

Lesson kinetic structure analysis as related to pupil awareness and achievement.

The sequencing of instruction and the concept of assimilation-to-schema

Differential Importance of Hierarchical Learning, Abstractness, and Imagery

Contact Info

Product

Resources

About