Robert D. Tennyson

A review of experimental methodology in instructional task sequencing

A controversial problem in instructional research and development has been the sequencing of subject material to increase both effectiveness and efficiency of learning. Proponents of a learning sequence strategy have hypothesized various forms of hierarchal paradigms based upon identifiable behaviors. The Gagne (1970) model holds that for a learner to acquire a complex cognitive skill, such as problem solving, he must first advance through a series of enabling conditions. M. D. Merrill (1971) presents a model that concentrates on instructional strategies to promote desired behaviors regardless of subject matter content. His paradigm assumes that a learners acquisition of content can be manipulated by appropriate variables within the levels of behavior. Higher order behaviors-e.g., concept learning, rule using, and problem solving-are dependent on learning prerequisite skills. To investigate empirically the prerequisite performances and hierarchies, researchers have refined traditional psychological methodologies and techniques (e.g., design of studies-a Campbell and Stanley (1963) approach; control of statistical analysis; measurement of subject (S) responses;

Effects of concurrent negative feedback on performance of two motor tasks

The effects of stress on state anxiety and on HR of male high school Ss were investigated using two psychomotor tasks. In the Stress Condition, Ss received negative feedback about performance; Ss in the Nonstress Condition were given rest intervals. Ss in the two conditions showed similar pretask, p> .05, A-State and HR measures. However, during the tasks the groups showed differing regression lines. The Nonstress Group maintained the same A-State level across the tasks with increased HR occurring as a result of the motor task. The Stress Group increased in A-State and HR measures. The two groups were significantly different, p<.01, in all within-task measures. The Stress Group performed better on the two motor skill tasks.