Abstract

Identifies and summarizes important research in modern cognitive psychology that has implications for the design of computer drill and practice programs in education. Highlights include automaticity of subskills; interference present in a learning task; spacing of practice sessions; spaced review; capacity of short-term memory; and representation of information in memory. (54 references) (LRW)

Citation

Salisbury, D.F. (1990). Cognitive Psychology and Its Implications for Designing Drill and Practice Programs for Computers. Journal of Computer-Based Instruction, 17(1), 23-30. Retrieved August 10, 2024 from https://www.learntechlib.org/p/170666/.

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Keywords

• Cognitive Processes
• Cognitive Psychology
• Computer Assisted Instruction
• Courseware
• Drills (Practice)
• instructional design
• Literature Reviews
• Review (Reexamination)
• Short Term Memory