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Although Robert M. Gagne's work is often thought of as learning theory, his contributions can most appropriately be considered as an "instructional theory." This denotes an integrated set of principles based upon learning theory, other relevant theories, and sound replicable research, that permits one to predict the effects of specific instructional conditions on a learner's cognitive processing and the resulting learned capabilities. This paper discusses: (1) the status of instructional theory before Gagne, specifically, curriculum theory and applied learning theory; (2) precursors to instructional theory; (3) instructional theory contributions, including the development of the types of learning, the learning hierarchies concept, events of instruction, and conditions of learning; (4) the relationship of Gagne's work to learning theory; (5) the influences of Gagne's theory on instructional design models; and (6) the influences of Gagne's theory on curriculum design. Gagne's process of developing, refining, and extending his theory over time based upon new research and theory distinguishes him among scholars in the fields of educational psychology and instructional theory. (Contains 93 references.) (SWC)

A conditions-based approach to the development of microlevel organizational strategies for instruction is explored. The conditions model reflects the idea that differences in learning tasks, primarily qualitative differences in the cognitive processing required of different learning tasks, can suggest different ways by which instruction can either supply the processing needed or assist learners to generate the needed processing. A perceived limitation has been the idea that conditions-based models prescribe only supplantive instruction or that the models are inherently biased toward supplantation. This limitation is overcome in a recent work (Smith and Ragan, 1993), which presents a revision of the events of instruction in which both generative and supplantive interpretations are suggested by the wording of each event. Strategy recommendations using the expanded events of learning are presented in summary sheets for (1) declarative knowledge; (2) concept learning; (3) procedural rule learning; (4) relational rule learning; (5) problem solving; (6) attitude learning; and (7) learning psychomotor skills. (Contains 70 references.) (SLD)

This paper examines a research paradigm that is particularly suited to experimentation-related computer-based instruction and integrated learning systems. The main assumption of the model is that one of the most powerful capabilities of computer-based instruction, and specifically of integrated learning systems, is the capacity to adapt instruction to the individual differences that exist among learners. The model is applied to an instructional treatment through a popular integrated learning system from Computer Curriculum Corporation (CCC). The problem of adaptive instruction is to diagnose, in any group of learners, where each is located in relation to individual learning characteristics and the knowledge and performances required at a given point in instruction. The research paradigm to be applied uses a microanalysis technique, based on a regression model proposed by previous researchers, that operationalized variables for each individual. Three figures illustrate the model and discussion. (Contains 49 references.) (SLD)

Ten prominent cognitive styles are discussed in a literature review. The review of each style includes an overview of the research literature; a review and evaluation of assessment instruments; and identification of styles which seem most relevant for application to Air Force Technical training. The cognitive styles covered are: (1) field-dependence-field independence; (2) impulsivity-reflectivity; (3) visual-haptic; (4) leveling-sharpening; (5) constricted-flexible control; (6) breadth of categorization; (7) scanning; (8) tolerance for unrealistic experiences; (9) cognitive complexity-simplicity; and (10) conceptualizing styles. Over 100 bibliographic references are appended. (MH)

This paper synthesizes the implications from hemispheric lateralization studies with the concerns and potentials of visual literacy. An overview of hemispheric lateralization research is provided, including summaries of four illustrative studies: Galin and Ornstein; Levy, Trevarthen, and Sperry; Zaidel; and Molfese. The appositional and holistic nature of right hemispheric processing is discussed with regard to the potentials of instruction and learning in art, music, and visual literacy. The need for specification of appositional learning outcomes of visual literacy programs is stressed, resulting in a tentative taxonomy of learning outcomes which seem consistent with visual literacy purposes and hemispheric lateralization research insights. (Author)

This paper briefly reviews some of the literature on the use of visual imagery in the conceptualization and solution of mathematical problems, especially its use in the learning of mathematics by children, and notes that a mutually facilitative effect occurs between mathematics and visual aptitude. A bibliography, a short list of resource materials, and samples of relevant curriculum materials are provided. (FM)

This paper argues that research findings from the study of teaching could be very useful in enhancing knowledge and tools for the design of both conventional and intelligent instructional software. It also suggests that if the ways in which teachers effectively conduct instruction are different and in certain ways better than other media, and if teachers and computers share the critical capabilities of intelligent information processing, then two things may be predicted: (1) the study of instruction, if limited to instruction delivered by non-intelligent instruments, would not include research and theory regarding what to do with an intelligent instructional instrument; and (2) the study of teaching, being devoted to instruction delivered by intelligent entities, should include research and theory regarding what to do with an intelligent instructional instrument--the computer. A survey of research in the study of teaching uncovered the following names: David Berliner, N. L. Gage, Philip Hosford, Christopher Clark, Robert Yinger, Barak Rosenshine, and Madeline Hunter. Topics and key ideas found to be repeated and emphasized as major areas of interest were teacher effectiveness, teacher thinking, and models of teaching. This survey, however, did not reveal prescriptively-oriented theories and models of what effective teachers do and how they do it, nor were analyses found of the nature of interaction, questioning, and feedback. It is suggested that instructional technologists may have to study teachers and teaching themselves to obtain the information they will need to establish protocols for their "automated teachers." A list of references is provided. (JB)

The concept of hypertext was introduced by Ted Nelson in 1965, but only recently has the widely available technology caught up with the idea. The new generation of microcomputers featuring large internal memories, graphic interfaces, and large data storage capacities have made the commercial development of hypertext/hypermedia software possible. A review of the hypermedia concept indicates that: (1) hypermedia is based upon the philosophy of easy access to large bodies of information; (2) hypermedia should be thought of as an interactive environment for the user, not just as a single application program; and (3) end users should be able to modify hypermedia systems. As an extensive and generalized informational environment, hypermedia requires a macro level instructional design to fully utilize its capabilities. While a framework must be created to guide and structure the learner's progress, the learner must be allowed to create associations and follow related pathways and ideas. The key to building a hypermedia knowledge environment is to find the optimal balance between instruction and exploration. The elaborated resources theory, which is built upon web theory, provides a promising approach to solving this problem. Based upon the linking capabilities of hypermedia, the theory is an attempt to extend computer-based instruction beyond the tutorial approach by integrating information retrieval capacities into the hypermedia environment. It facilitates the design of hypermedia environments that can serve as tutor, tool, and tutee, enhancing both instruction and learner exploration. Diagrams illustrating the elaborated resources theory are provided. (14 references) (GL)