The Implications of Cognitive Psychology for Computer-Assisted Instruction

Abstract:

An information processing model is used to describe the learning process. The implications of some of these cognitive concepts are examined in the context of computer-assisted instruction.

Key-Words:

Computer-assisted Instruction - Psychology - Cognitive Psychology - Cognition

• REFERENCES

• [1] Implications. (Second Edition). New York: W.H. Freeman & Co, 1985.
• [2] McNamara T. Mental representations of spatial relations. Cogn Psychol 1986; 18: 87-121.
• [3] Reder LM, Anderson JR. A partial resolution of the paradox of interference: The role of integrating knowledge. Cogn Psychol. 1980 12: AM-12.
• [4] Adams LT, Kasserman JE, Yearwood AA. et al. Memory access; The effects of fact-oriented versus problem-oriented acquisition. Memory and Cognition 1988; 16: 167-175.
• [5] Myers JL, O’Brian EJ, Balota DA, Toyofuku ML. Memory search without interference: The role of integration. Cogn Psychol 1984; 16: 217-242.
• [6] Reder LM, Chamey DH, Morgan KI. The role of elaborations in learning a skill from an instructional text. Memory & Cognition 1986; 14: 64-78.
• [7] Bellezza FS. Updating memory using mnemonic devices. Cogn Psychol 1982; 14: 301-327.
• [8] Dvorak JC. Hypertext. PC Magazine, March 15 1988