William H. Allen

Intellectual Abilities and Instructional Media Design.

This paper has two objectives. First, to determine whether interactions exist between the intellectual abilities of learners and the different ways instructional media may be designed and produced; and, second, to translate the findings from this search into prescriptions for the actual development of instructional products. The accomplishment of these objectives is a difficult task. As has been convincingly pointed out by Bracht (1970) and by Cronbach and Snow (in press), there is little definitive evidence from the aptitude-treatment interaction research that points conclusively to the employment of practices that might guide the selection of the more general instructional strategies, much less lead to the design of specific instructional media. The research results are so fragmentary and diverse that generalizations from these alone are virtually impossible. Thus, if an application to practice is to be made, Editors Note. The material in this article was prepared pursuant to a contract with the National Institute of Education, U.S. Deparlment of Health, Education and Welfare. Contractors undertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Points of view or opinions do not necessarily represent the official view or opinions of the National Institute of Education.

Nonlinearity in filmic presentation: Part II, discussion

This is the second of a two-part report of an exploratory study that used controlled experimentation to examine the nonlinear relationships among humans and their informational environments. The primary objectives of the study were first to postulate the concept of nonlinearity as central in these relationships, then to explore the concept experimentally, and finally to reflect productively upon these efforts in a search for meaningful avenues of further exploration. Since it was believed that a review of the controlled phase of the study would set the stage for exploration of its more conceptual aspects, Part I of this report

Nonlinearity in Filmic Presentation

ConclusionsResults for the sixth-grade groups support the conclusions that—l.If this kind of subject matter is to receive factual treatment, then the linear format is best for both immediate learning and for retention.2.If the subject matter is to receive a mixture of factual and conceptual treatment, then the nonlinear format is best for immediate learning.3.Students at this level do not learn or retain this kind of subject matter well when it is treated conceptually in either linear or nonlinear format. Results for the eighth-grade groups support the conclusions that—1.As a group, students at this level learn the subject matter equally well in either format and with any of the three different ways of treating content.2.Males retain this subject matter best in the linear format.3.Females retain this subject matter best in the nonlinear format.4.The film combined with the immediate test improves retention over use of the film alone. Results for both grade levels support the conclusions that—1.Mode of presentation has less effect on learning as the student grows older.2.Ability to comprehend and to apply subject matter of this type taught in these ways improves with age.

Title VII research abstracts: Installment 5; Nov.–Dec. 1962

Editor of AV Communication Review, Dr. Allen is the author of the 19 abstracts presented here, as he was of the 48 abstracts published in four previous installments entitled Research Abstracts and Analytical Review. The abstracts were prepared under a National Defense Education Act, Title VII contract. Reports of the completed projects on microfilm or reproduced by xerography may be purchased from University Microfilms, Inc., 313 North First Street, Ann Arbor, Michigan. They are also available on inter-library loan from many institutions, a complete list of which is available from the U.S. Office of Education.