A perspective on higher education for the deaf. The college-age deaf student     

E C Merrill 《American annals of the deaf》1972,117(6):597-605

  相似文献   

What future is there for intelligent machines?     

Merrill M. Flood 《Educational technology research and development : ETR & D》1963,11(6):260-270

  相似文献   

Laterality and dyslexia: A critical view     

Merrill Hiscock  Marcel Kinsbourne 《Annals of dyslexia》1982,32(1):177-228

  相似文献   

The new Component Design Theory: instructional design for courseware authoring     

M. David Merrill 《Instructional Science》1987,16(1):19-34

This paper outlines extensions of Component Display Theory to provide the type of design guidance needed for experiential computer based instructional systems. The new Component Design Theory (CDT) extends the original theory in several significant ways. Content types are extended to content structures. These content structures include experiential as well as structural representations. Primary presentation forms are extended to primary presentation functions and the display is replaced by the transaction. Various types of transactions are identified for both structural and experiential representations. Course organization, previously described as Elaboration Theory, is included as part of the new CDT. Consistency rules are extended to include: (a) goal-content representation consistency; (b) goal/content representation-transaction consistency; and (c) goal/content representation-course organization consistency. Intervention rules are included for intra-transaction guidance, inter-transaction selection and sequence (strategy), inter-content representation selection and sequence (sequence) and control (who makes the guidance, strategy and sequence decisions, the learner or the system?). Finally a set of cardinal instructional principles is identified and the sets of rules which comprise the new CDT are suggested as prescribed procedures for implementing these cardinal principles. 1. The preparation of this paper was supported in part by funds provided by The Army Research Institute via Human Technology, Inc. The views expressed are those of the author and do not necessarily reflect the views of the sponsoring organization or Human Technology, Inc. 2. Mark Hopkins was a powerful teacher and President of William College of Massachusetts (1836–1872). It is said that the best instructional technique ever devised was Mark Hopkins on one end of a log and a student on the other.  相似文献   

The structure of subject matter content and its instructional design implications   总被引：1，自引：3，他引：1  

Charles M. Reigeluth  M. David Merrill  C. Victor Bunderson 《Instructional Science》1978,7(2):107-126

This paper discusses the analysis of subject matter structure for purposes of designing instruction. The underlying assumption is that subject matter structures provide an important basis for deciding how to sequence and synthesize the modules of a subject matter area. Four types of fundamental structures are briefly described and illustrated: the learning hierarchy, the procedural hierarchy, the taxonomy, and the model. Then a theoretical framework is presented for classifying types of subject mater content — both modules and structures. Finally, some implications of these content classifications are discussed. The classification of modules is hypothesized to be valuable for prescribing strategies for the presentation of single modules, and the classification of structures is hypothesized to be valuable for prescribing strategies for selecting, sequencing, synthesizing, and summarizing related modules. The need to take into account more than one kind of structure in the process of instructional design is emphasized.  相似文献   

A pebble‐in‐the‐pond model for instructional design     

M. David Merrill 《Performance Improvement》2002,41(7):41-46

  相似文献   

Bridge construction     

W.E. Merrill 《Journal of The Franklin Institute》1870,89(5):328-333

  相似文献   

Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses     

Craig S. Galbraith  Gregory B. Merrill  Doug M. Kline 《Research in higher education》2012,53(3):353-374

In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with significantly lower levels of student achievement.  相似文献   

The Effect of Praise,Reproof and Exercise upon Muscular Steadiness     

Merrill T. Eaton 《Journal of Experimental Education》2013,81(1):44-59

High school students of various ability levels were presented lessons concerning economics concepts. The lessons were varied according to their organization or structure. Students then were tested over their understanding of the concepts. The test questions ranged from simple recall of information (low level) to application of economics principles (high level). Students scored generally higher when they were presented highly structured lessons. Scores were higher on the low level questions than on the high level questions. Significant interactions occurred between student ability level and lesson structure, as well as between cognitive level of questions and lesson structure. These results are discussed in terms of previous research on lesson structure.  相似文献   

Foreign Communications     

Sue Pyne  David Ellis  John C. Merrill  Harold A. Fisher  Henry Mayer  Harold D. Lasswell 《Communication Booknotes Quarterly》2013,44(9-10):195-198

Sue Pyne's “Current British Research on Mass Media and Mass Communication: Register of Ongoing and Recently Completed Research” (Documentation Centre for Mass Communication Research, Centre for Mass Communication Research, University of Leicester, 104 Regent Rd., Leicester LE1 7LT, England---£2.00 in the UK and £2.50 outside, paper)

British broadcasting annual yearbooks (BBC and IBA)

David Ellis' Evolution of the Canadian Broadcasting System: Objectives and Realities, 1928-1968 (Canadian Government Printing Office, Mail Order Service, 270 Albert St., Ottawa, Ontario K1A 0S9 ---$3.90, paper)

John C. Merrill and Harold A. Fisher's The World's Great Dailies: Profiles of 50 Newspapers (New York: Hastings House, 1980---$18.50/9.50)

Australian media, eight recent items reviewed by Henry Mayer

Harold D. Lasswell, Daniel Lerner, and Hans Speier, eds. Propaganda and Communication in World History: Volume III, A Pluralizing World in Formation (Honolulu: University Press of Hawaii, 1980---$25.00)  相似文献