Adapting Programmed Materials to Learning Strategies: Overcoming the Spatial-Sequential Effect with the VOCAL System
DOI:
https://doi.org/10.1558/cj.v4i3.13-24Keywords:
cognitive mode, comprehension, dictation, pronunciation, sequential (mode), spatial (mode), spatial-sequential congruity, spatial-sequential incongruity, versa drill, VOCALAbstract
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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2013-01-14
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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