Miroslav Valach. USAF Office of Scientific Research. XTE,. Grant No. ..... ncs szI Isa t'e type ituh ocur hiring t'r -- V"cSSS ofagie ts.Two constraints govern jaile'.
STUDIES IN SYSTEAI
8
-- O 2z3 0oAND
IsfLcriN
TRAINING
The Relationship between Algorithmic Processes for Instruction and Computer Models
Richard F. Schmid
MCC:
Vernon S. Gerlach Miroslav Valach
USAF Office of Scientific Research Grant No. 76-2900
XTE,
~~>
~Ti
S IT QUALITY MCIlL T1ISIC~ rtwI~EDTO DDIC CONTAfl A T~UCOP fCopy IRISBO P M1OB DO M~
Best Available CONV Technical Report :11203
ALpprlove for public: release; distribution unliwitO~. -
S8038
20 075
DISCLAIMER NOTICE THIS DOCUMENT IS BEST QUALITY PRACTICABLE. THE COPY FURNISHED TO DTIC CONTAINED A SIGNIFICANT NUMBER OF PAGES WHICH DO NOT REPRODUCE LEGIBLY.
/
.JN~~t.ASc5T r.E , 1) &J CAIVr'4 oIV nTM5
SECURI TY CL
___
.-
n AG: (I4hern 11m,lie.
.
REPOT DOCUMENTATION ,AGE V 2, GOVT ACCESSIO;I NO.
__________A.-__
MrP~4 UI I
I
-7-=
MFOSR 4. TI TLE
*he _T
RA 3.
UEFORK CO.MPLwrIo VOFRM RECIPJIENT'S CATALOG NUMABER
5.
TYPE OF REPORT 6 PE
80. 0-2-3 Oi
(and Sti Itle)
MN
HOR(s)
l
& WORK UNIT NUMaERS
JAREA
CollegE! Of Education/ /Atizonai State University
6110-2-F02F
233/IA2
-Teinpe, Arizona CONTROLLINZC OFFICE NAME AND ADDRESS
*
*~I
Air Forc~e Office of Scientific Research/NL
Building 410 Bolling AFB, DC
DISTRIBUTION
Pn
3 DecWd67
78
13.
NUP-BER OF PAGES
15.
SECURITY CLASS. (of (Ilia rep.,,t)
36
20332
MONITORING AGENCY NAME & AODRESS(JI dilfercti r.m Conwrolling Of fi,!e)
I? 3/ I 16.
R.REOTNME
F./chmidAFOSR-76-29~
Vernn
14.
OEPf
S.CONTRACT OR GRANT NUMBER(s)
Richad
It.
0
relationship between algorithmic processes fo
l'nstruct on and computer mode ls, 7i. AU
A
NTu~w
UNCLASSIFIED IS.*.
DECL.ASSIFICATION/DONNGRADING SCHEDULE
STATEMENT (of this Report)
Approved for public release; distribution unlimited.
17.
DISTRIBUTION STATEMENT (of the shistrac! ente~red in Block 20, It differnt from Report)
18.
SUPPLEMENTARY NOTES
19.
KEY WORDS (Continue ort reverse side It neces'sary end identify by block ntumber)
20.A
Computer
Training
Algorithm Instruction
Cognition
CT(Continue oto reverse side It necessary &nd Identify by block flu,,,h-r)
terminology and modeling are employed in an attempt to precisely 'Computer Following the lead of many contemporary describe human algorithmic behavior.
cognitive psychologists (e.g. Anderson & Bowqer; Quillian; Simon), the component; and the structural relations of teaching and learning algorithms are cast into a systematic model. Within the model, the concepts of an algorithm's depth arnd wqidth, and the components' processing order as parallel or serial are defined and examples are presented.
The model not only maps the logical order
Copy7 bes-tAVfabr CP
UNCLASSIFIED7
',-E C ASS .'. U SEC,. JTY
'LASSIFICATIoN1
Or THIS PAOE(I'hen DAt1,
Fr?#
--
-o
even sbut also allows th-06-Tfrciency of various configurations to be calculated. Next the model's control activities are described, with special attention given to tie level of synchronization of processing units or branches as well as the corresponding gate-keeping functions. Finally, the results of two experiments are compared with the model to ascertain its Most importantly, it was found that use and retention of heuristic value algorithmic prol1em-solving strategies are best dealt with in a serial fashion. It is also hypothesized that the length of the serial string must remain short and that the algorithm must be dealt with in "chunks" rather than as a single unit. The dimension of the algorithm and the individual component's relations are casily described.within the context of the model. A re-arrangement of the semantic content of the algorithm, a variable beyond the descriptive scope of the model, is also analyzed. Again in the domain of cognitive research, it was found that the logic or familiarity of the content of the discriminators and operators has a profound effect on learning, but that neither logic nor familiarity produces differential effects along a concreteness dimension in the training stage. Finally, the beneficial nature of this modeling procedure for instructional designers is discussed. of
C3
UNCLASSIFIED
Aulte
Utarning j-r15J
'c;,.ainivrrctlIn in,
V
