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Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials

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Cognitive Psychology and Instruction

Part of the book series: Nato Conference Series ((HF,volume 5))

Abstract

Students regularly receive conceptually related information from several different sources. For example, a student might study several textbook chapters concerning U.S. involvement in World War II. All of the studied information would be related at a general topical level. In addition, some of the information would be related in more specific ways. For example, the student might learn that the U.S. took various actions during the war, including bombing Hiroshima and Nagasaki, liberating France, giving monetary aid to China, etc.

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References

  • Anderson. J. R. Retrieval of propositional information from long-term memory. Cognitive Psychology, 1974, 6, 451–474.

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  • Hayes-Roth, B. Evolution of cognitive structures and processes. Psychological Review, 1977, 84, 260–278.

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  • Hayes-Roth, B., & Hayes-Roth, F. The prominence of lexical information in memory representations of meaning. Journal of Verbal Learning and Verbal Behavior, 1977, 16, 119–136.

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  • Thorndyke, P. W., & Bower, B. H. Storage and retrieval processes in sentence memory. Cognitive Psychology, 1974, 6, 515–543.

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Author information

Authors and Affiliations

  1. The Rand Corporation, Santa Monica, California, 90406, USA

    Barbara Hayes-Roth

Authors
  1. Barbara Hayes-Roth
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Editor information

Editors and Affiliations

  1. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA

    Alan M. Lesgold  & James W. Pellegrino  & 

  2. Free University Amsterdam, The Netherlands

    Sipke D. Fokkema

  3. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, Pennsylvania, USA

    Robert Glaser

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© 1978 Plenum Press, New York

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Hayes-Roth, B. (1978). Structurally Integrated Versus Structurally Segregated Memory Representations: Implications for the Design of Instructional Materials. In: Lesgold, A.M., Pellegrino, J.W., Fokkema, S.D., Glaser, R. (eds) Cognitive Psychology and Instruction. Nato Conference Series, vol 5. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-2535-2_9

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  • DOI: https://doi.org/10.1007/978-1-4684-2535-2_9

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4684-2537-6

  • Online ISBN: 978-1-4684-2535-2

  • eBook Packages: Springer Book Archive

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