Adapting Programmed Materials to Learning Strategies: Overcoming the Spatial-Sequential Effect with the VOCAL System

Authors

  • Allen Weistein

DOI:

https://doi.org/10.1558/cj.v4i3.13-24

Keywords:

cognitive mode, comprehension, dictation, pronunciation, sequential (mode), spatial (mode), spatial-sequential congruity, spatial-sequential incongruity, versa drill, VOCAL

Abstract

The teaching method used is not the most important concern because it is based upon a cognitive mode. Several tests have studied the differences between and effects of "spatial  cognition" and "sequential cognition". The overlapping of the two is known as spatial-sequential  congruity. The opposite of this spatial-sequential incongruity. The effectiveness of any teaching method is dependent on which cognitive mode they are based on and the preferred cognitive mode of the students being taught. It is interesting to note that those tested were not aware that both modes exist, or that they had a preferred mode until  they were told.

References

Ausubel, David P. 1963. The Psychology of Meaningful Verbal Learning. New York: Grune and Stratton.

Niedzielski, Henri. 1975. "Rationalizing Individualized Instruction," Modern Language Journal.

Noblitt, James S. 1975. "Pacing and Systemization," Modern Language Journal.

Smith, Phillip D., Jr. 1970. A Comparison of the Cognitive and Audio-Lingual Approaches to Foreign Language Instruction. Philadelphia: The Center for Curriculum Development, Inc

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Published

2013-01-14

Issue

Section

Articles

How to Cite

Weistein, A. (2013). Adapting Programmed Materials to Learning Strategies: Overcoming the Spatial-Sequential Effect with the VOCAL System. CALICO Journal, 4(3), 13-24. https://doi.org/10.1558/cj.v4i3.13-24

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