EDF 6229 Final Exam Questions And 100% Correct
Answers Latest Update
Instructional Programming Process Steps
1) Content Analysis
2) Instructional Objectives
3) Criterion Tests
4) Entry Repertoire
5) Instructional Sequence
6) Performance Data
*Not linear, steps can jump around
Psychomotor
Bottom to Top - Responses, Chains, Kinesthetic Repertoires
*Goes from tool skill to component skill
Simple Cognitive
Bottom to Top - Associations, Paired associations, multiple discriminations, serial
memory, algorithms, sequences, verbal repertoires
Complex Cognitive
Bottom to Top - Concepts, Principles (rule applying), strategies
Psychomotor, Simple Cognitive, and Complex Cognitive are progressively more
, challenging
left to right and top to bottom
Psychomotor examples
Responses: flicking on a light switch
Chains: Drawing a face drawing eyes, ears, nose, mouth, hair
Kinesthetic Repertoire: Driving truck in traffic (shifting gears, checking mirrors,
accelerating and decelerating)
Simple Cognitive Examples
Simple Cognitive Learning: Remembering friend's phone number
Association: knowing a person's name upon seeing his or her face
Paired Associates: Naming all the classmates names Associative Discrimination: Which
of several sandwiches on the table is the hot dog Serial Memory: The alphabet listed
correctly Algorithms: The completion of a multi-digit multiplication problem Sequences:
Baking a cake, steps to be followed Verbal Repertoire: Discussing the presidents of the
United States by year and events
Complex Examples of Cognitives
Complex Cognitive Learning: Utilizing a note taking strategy for a different class
Concepts: tuna, red fish trout are fish
Principles: If an animal has a backbone its a vertebrate animal
Strategies: Placing animals in correct categories using concepts of fish and principles
of vertebrate animals.
Critical Attributes
Define the thing being taught
Necessary for SR+
Mutually exclusive = can't be a variable or uncontrolled attribute
Answers Latest Update
Instructional Programming Process Steps
1) Content Analysis
2) Instructional Objectives
3) Criterion Tests
4) Entry Repertoire
5) Instructional Sequence
6) Performance Data
*Not linear, steps can jump around
Psychomotor
Bottom to Top - Responses, Chains, Kinesthetic Repertoires
*Goes from tool skill to component skill
Simple Cognitive
Bottom to Top - Associations, Paired associations, multiple discriminations, serial
memory, algorithms, sequences, verbal repertoires
Complex Cognitive
Bottom to Top - Concepts, Principles (rule applying), strategies
Psychomotor, Simple Cognitive, and Complex Cognitive are progressively more
, challenging
left to right and top to bottom
Psychomotor examples
Responses: flicking on a light switch
Chains: Drawing a face drawing eyes, ears, nose, mouth, hair
Kinesthetic Repertoire: Driving truck in traffic (shifting gears, checking mirrors,
accelerating and decelerating)
Simple Cognitive Examples
Simple Cognitive Learning: Remembering friend's phone number
Association: knowing a person's name upon seeing his or her face
Paired Associates: Naming all the classmates names Associative Discrimination: Which
of several sandwiches on the table is the hot dog Serial Memory: The alphabet listed
correctly Algorithms: The completion of a multi-digit multiplication problem Sequences:
Baking a cake, steps to be followed Verbal Repertoire: Discussing the presidents of the
United States by year and events
Complex Examples of Cognitives
Complex Cognitive Learning: Utilizing a note taking strategy for a different class
Concepts: tuna, red fish trout are fish
Principles: If an animal has a backbone its a vertebrate animal
Strategies: Placing animals in correct categories using concepts of fish and principles
of vertebrate animals.
Critical Attributes
Define the thing being taught
Necessary for SR+
Mutually exclusive = can't be a variable or uncontrolled attribute
