“ Assessing learning and improving learning methods requires careful task analysis at the level of component skills, intimately combined with study of the interaction of these skills in the context of broader tasks and environments.
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Because components interact with one another, it might prove impossible to invoke and study them outside certain contexts. To cite a simple example, processes for carrying out multi-column addition will only be evoked in the context of a problem large enough to require carrying; they cannot be studied by posing problems of adding 3+4 or 5+2.
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Because components interact with one another, it might prove impossible to invoke and study them outside certain contexts. To cite a simple example, processes for carrying out multi-column addition will only be evoked in the context of a problem large enough to require carrying; they cannot be studied by posing problems of adding 3+4 or 5+2.
