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The relative cognitive requirements and benefits of learning from non-contrived experience and information presentation is considered. The advantages and costs are contrasted with contrived experience and information-reduction that are features of instruction. An overview is given of one method of viewing the relationship between experience and information, in the form of an experience to information continuum. Experience is discussed in terms of computer and instructional technology; virtual reality; the cognitive operation of forming concepts; language; constructivism; and possible instructional tools and approaches. Information availability, access to information, and information-based learning systems are examined. The richer meaning of instruction in the context of instructional technology is explored. It is asserted that instruction should be a process that involves both sources of learning (experience and information), as the situation requires. Caution is advised against the seduction of adopting computer-based learning environments. The nature of learners' prior knowledge, motivations, beliefs, and the nature of the potential learning outcomes are all crucial in making instructional decisions. (Contains seven references.) (MAS)

This paper presents and illustrates a framework for synthesis of research and theory on human characteristics, and relates that framework to the concerns of individuals working in the visual literacy area. The framework presented casts learner characteristics into four general types, derived from two primary dimensions: stability/change and likeness/difference. The four types of learner characteristics described are (1) changing likenesses, (2) stable likenesses, (3) changing differences, and (4) stable differences. Each learner characteristic type is discussed with regard to its significance to instructional design and visual literacy. The paper concludes with the suggestion that an attempt to achieve thoughtful synthesis of all types of relevant learner characteristics would make possible the development of successful visual literacy programs. A 29-item list of references is attached. (Author/JEG)

This paper presents the thesis that a perceptual rationale for visual literacy may be found in operational form within what is measured by established tests of cognitive style. Ten primary dimensions of cognitive style are briefly reviewed, including field independence-field dependence, impulsivity-reflectivity, visual-haptic, leveling-sharpening, constricted-flexible control, breadth of categorization, scanning, tolerance for unrealistic experiences, cognitive complexity-simplicity, and conceptualizing styles. Results of these tests are compared with tests for reading readiness and perceptual development designed for use with preschool age children. A conclusion is drawn as to the feasibility of visual literacy programs contributing to perceptual development. References include a bibliography, test instrument sources, and figures which depict sample items from selected test instruments. (Author/RAO)