| Abstract: | An analysis of the formal educational process utilizing a pseudo-systems analysis approach was undertaken to identify and define the major input components which account for or cause changes in the major output component of learning defined in terms of learner behavioral change. Approaches to the experimental study of this process as defbed and delineated were suggested. The importance of studies which examine the higher order interaction areas was emphasized and justified on the basis of informational output maximization which accompanies experimental research of the higher order interaction areas of the input model. |
