WHAT DETERMINES WHAT THE STUDENT LEARNS?

Abstract

A fundamental programming approach employs the technique of holding the learner responsible for only that information necessary for a correct response. The implications of this approach are examined and contrasted with other possible theoretical positions. The stimulus control literature in operant conditioning, which provides the experimental basis for this approach is discussed, and relevant findings in human learning are examined. Finally, applications of the principles to the problems of enrichment, cueing, vanishing and concept formation are explored.