Memory Structures and Learning Outcomes

Gagné, Robert M.; White, Richard

doi:10.3102/00346543048002187

Cited by 125 publications

(19 citation statements)

References 146 publications

(116 reference statements)

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“…It seems that students may not be able to conceptually formulate abstract -theoretical problems (Flowers, 1967;Wells, 1971;Wright, 1974). Gagne and White (1978) argued that the syllabi should conform to the psychological ordering rather than that of adult logic. Gagne's task analysis provides a scaffold to arrange content horizontally and vertically into a hierarchy of principles, concepts, and skills.…”

Section: Perception Of Course Difficultymentioning

confidence: 98%

Intentions of young students to enroll in science courses in the future: An examination of gender differences

1999

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This study examined young students' perceptions of gender‐appropriate science courses. The sample consisted of 427 students in grades 4, 5, and 6, between the ages of 9 and 13. Students completed the Course Selection Sheet (CSS) to choose courses for themselves and members of the opposite gender. A psychosocial framework was offered to explain the differential course selection patterns between young boys and girls. The study reveals a strong gender effect pointing toward stereotypical perceptions of selected science courses for oneself (p ≤ 0.01). When students selected science courses for the opposite gender, the evidence of gender‐role stereotypes was even greater (p < 0.000). Course selection profiles imply that a reciprocal relationship exists in the number and kind of courses selected by girls and boys. A detailed analysis suggests that both boys and girls perceive physical science and technology‐related courses as appropriate subjects for boys to study and life sciences as appropriate subjects for girls to study. Surprisingly, students' future science course selections resemble current enrollment data of master's and doctoral candidates. The students' perceptions of science are seen years prior to the actual encounter with the science courses listed on the course selection menu. These findings question the auspiciousness of programs designed to ameliorate gender differences in science during junior or senior high school years. Suggestions for school curriculum development and the importance of informal science experiences were examined. © 1999 John Wiley & Sons, Inc. Sci Ed 83:55–75, 1999.

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Section: Perception Of Course Difficultymentioning

confidence: 98%

Intentions of young students to enroll in science courses in the future: An examination of gender differences

1999

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“…These typically exhibited one or more of the following three characteristics: Of the sixty-eight tasks recollected in student interviews, twenty seven were ones in which the students' primary, and in most cases only, recollection related to a factor was evident in three of the most vividly recollected biology tasks (the label reflects the way the students spoke of these tasks). Gagné and White (1978) have suggested that it is the act of undertaking a task, rather than merely reading about it or having it demonstrated, that makes its recollection more likely. This study suggests that task recollection depended to a much greater extent on the presence of at least one of the above three characteristics.…”

Section: What Students Learn About Observables (Level 2:o)mentioning

confidence: 99%

Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science

Abrahams

Millar

2008

International Journal of Science Education

518

384

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“…304-311). There is support for the theory that the human capability to transfer knowledge is performed over abstractions of identical elements (Thorndike, 1903;Newell, 1990), essentially specialized procedural knowledge; other work has examined the tran and White, 1978;Brooks and Dansereau, 1987). Similarly, research using cognitive transferring both procedural knowledge (as in Soar and eclarative knowledge structures (Soar and…”

Section: Knowledge Transfer Using Cognitive Architecturesmentioning

confidence: 99%

Investigating Transfer Learning in the Urban Combat Testbed

Gorski¹,

Laird²

2007

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Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. AbstractWe have developed a complex agent capable of transferring learned declarative knowledge between tasks in order to improve performance in a rich domain developed to test transfer performance (the Urban Combat Testbed). We present and discuss our experiments and results which demonstrate successful transfer learning. To better understand the underlying sources of transfer in this domain, we empirically evaluate the types of knowledge that contribute to the observed improvement in performance due to transfer, and discuss the implications of our analysis for general transfer learning research.

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Memory Structures and Learning Outcomes

Cited by 125 publications

References 146 publications

Intentions of young students to enroll in science courses in the future: An examination of gender differences

Intentions of young students to enroll in science courses in the future: An examination of gender differences

Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science

Investigating Transfer Learning in the Urban Combat Testbed

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