Memory Structures and Learning Outcomes

Abstract

Two general categories of learning outcomes—retention and transfer of learning—continue to command the attention of investigators of human learning, as well as of practitioners of instructional design and delivery. Relations between instructional variables and these learning outcomes have been studied over many years. Although some forms of learning theory support the formulation of hypotheses in terms of a two-element paradigm such as Instruction Learning Outcome, cogni tive theorists have tended to consider such a construction unacceptably simple. Modern learning theories of the "information-processing " vari ety have given new emphasis and meaning to the latter view (Estes, 1975). These theories support the basic notion that the effects of instruc tion may best be understood by exploring the three-term relation Instruction Memory Structure Learning Outcome. In other words, the suggestion is made that the effects of instruction may be explained by taking into account the processing of various forms of instruction by the learner, the first results of which are the acquisition of particular kinds of new memory structures. The latter structures, in turn, are the antecedents that enable the human learner to display retention and transfer in terms of new performances.