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    Biodata R.M Gagne

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    Letupkah Ssatelite
    Robert Mills Gagne was an American psychologist known for his theory of instruction, called the "Conditions of Learning". He began developing his theory while working for the US Air Force researching military training problems. His theory proposes that different types of learning require different instructional conditions and that instruction should be designed based on an analysis of the learning task. Gagne published several influential books and articles outlining his theory which emphasizes analyzing learning tasks, sequencing instruction, and ensuring mastery of each sub-skill. His work has been highly influential in instructional design.

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    Biodata R.M Gagne

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    Letupkah Ssatelite
    396 views4 pages
    Robert Mills Gagne was an American psychologist known for his theory of instruction, called the "Conditions of Learning". He began developing his theory while working for the US Air Force researching military training problems. His theory proposes that different types of learning require different instructional conditions and that instruction should be designed based on an analysis of the learning task. Gagne published several influential books and articles outlining his theory which emphasizes analyzing learning tasks, sequencing instruction, and ensuring mastery of each sub-skill. His work has been highly influential in instructional design.

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    Robert Mills Gagne was an American psychologist known for his theory of instruction, called the "Conditions of Learning". He began developing his theory while working for the US Air Force researching military training problems. His theory proposes that different types of learning require different instructional conditions and that instruction should be designed based on an analysis of the learning task. Gagne published several influential books and articles outlining his theory which emphasizes analyzing learning tasks, sequencing instruction, and ensuring mastery of each sub-skill. His work has been highly influential in instructional design.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    396 views4 pages

    Biodata R.M Gagne

    Uploaded by

    Letupkah Ssatelite
    Robert Mills Gagne was an American psychologist known for his theory of instruction, called the "Conditions of Learning". He began developing his theory while working for the US Air Force researching military training problems. His theory proposes that different types of learning require different instructional conditions and that instruction should be designed based on an analysis of the learning task. Gagne published several influential books and articles outlining his theory which emphasizes analyzing learning tasks, sequencing instruction, and ensuring mastery of each sub-skill. His work has been highly influential in instructional design.

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    Robert Mills Gagnec


    Born in 1916 in North Andover, Massachusetts, Gagne attended Yale University where
    he obtained an A.B. in 1937. He received his Ph.D. in psychology from Brown University
    in 1940 and taught at Connecticut College for Women from 1940-49 and at
    Pennsylvania State University from 1945-46. From 1949-58 Gagne was research
    director of the perceptual and motor skills laboratory of the US Air Force, at which time
    he began to develop some of the ideas that would go into his comprehensive learning
    theory called the "conditions of learning". His research on military training problems
    while working for the Air Force and his experience as consultant to the U.S. Department
    of Defense (1958-61) helped him see that the "grand learning theories" of his
    predecessors were in adequate for the design of instruction. Since 1969 Gagne has
    been a Professor in the Department of Educational Research at Florida State University
    in Tallahasseec

    Around this time Gagne began to formulate three principles that he saw as contributing
    to successful instruction: (1) providing instruction on the set of component tasks that
    build toward a final task, (2) ensuring that each component task is mastered, and (3)
    sequencing the component tasks to ensure optimal transfer to the final task. He
    published an article in 1962 entitled "Military Training and the Principles of Learning"
    that discussed these ideas. Gagne first published his best-known bookß  
    
       in 1965.c

    Gagne's early investigations into the psychological bases of effective teaching led him
    to believe that an instructional technology or theory must go beyond traditional learning
    theory. Gagne concluded that instructional theory should address the specific factors
    that contribute to the learning of complex skills. He described these factors in a 1968
    article entitled "Learning Hierarchies". Gagne next identified five unique categories of
    learning: verbal information, intellectual skills, attitudes, motor skills and cognitive
    strategies. These categories represent different capacities and performances and are
    learned in different ways. They are outlined in Gagne's 1972 article, "Domains of
    Learning".c

    After establishing his domains of learning Gagne went on to describe the environmental
    events and stages of information processing required for each of these domains in the
    1977 edition of his book, ß  
      . The main aim of Gagne's theory is
    to assist in classroom instruction, The skills to be learned are written in the form of
    performance objectives and the specific type of learning is identified. Task analysis is
    then employed to identify prerequisite skills and "instructional events" are chosen for
    each learning objective. The major contribution of Gagne's approach is that it
    operationalizes the notion of cumulative learning and offers a mechanism for designing
    instruction from simple to complex levels. Gagne's concept of hierarchies has become a
    standard component of curricula in a variety of subject areas. And his theory provides a
    unified framework for a wide range of findings about learning such as those from
    information processing studies.c

     c

    Gagne, R. M. (1975) (Author) È   


      
        Holt, Rinehart and
    Winstonc

    Gagne, R. M. (1968) (Editor)        F.E. Peacock.c

    Gagne, R. M. (1968) (Editor)        F.E. Peacock.c

    Gagne, R. M. (1965) (Author) ß  


       Holt, Rinehart and Winstonc

    Gagne, R. M. (1964) (Contributor, Editor) =


    È   University of
    Pittsburgh Press.c

    Gagne, R. M. (1962) (Editor)       = Holt.c

    Gagne, R. M. & Briggs, L. J. (1979)   


       =  Holt.c

    Gagne, R. M. & Fleishman, E. A. (1959)     


      
        Holt.c

    Gagne, R. M. & Reiser, R. A. (1983)  


        Educational
    Technology Publications.c

    ` c

    Gagne, R. M. (1988) Some reflections on thinking skills     !"#$%&!'


    %()c

    Gagne, R. M. (1984) Learning Outcomes and Their Effects: Useful Categories of


    Human Performance      %("#$%!!'%&*c

    Gagne, R. M. (1983) A reply to critiques of some issues in the psychology of


    mathematics instruction A  
            È  #"%$+ #'+ ,c

    Gagne, R. M. (1982) Learning from the top down and the bottom up _  A  
    
    È     +# ' )c
    Gagne, R. M. (1980) Is educational technology in phase? È  ß +)"+$
    !' #c

    Gagne, R. M. (1980) Learnable aspects of problem solving È     
    *"+$&#'(+c

    Gagne, R. M. (1975) Observing the effects of learning È      "%$
    ##' *!c

    Gagne, R. M. (1973) Observations of school learning È      )"%$
    +' ,c

    Gagne, R. M. (1973) Learning and instructional sequence IN Kerlinger, F. N.


    (Ed.)-
       È  Itasca, III: F.E. Peacock.c

    Gagne, R. M. (1972) Domains of learning   %" $ '&c

    Gagne, R. M. (1970) The learning of concepts IN Clarizio, H. F., Craig, R. C. & Mehrens
    W. A. (Eds.)    È    +%)'+%!Boston: Allyn &
    Bacon.c

    Gagne, R. M. (1969) Context, isolation, and interference effects on the retention of


    fact A  
    È    ,)"#$#)&'# #c

    Gagne, R. M. (1968) A systems approach to adult learning h . 


    = 
      ß   /0 * '#c

    Gagne, R. M. (1968) Contributions of learning to human development    


    -!*"%$ !!' ( c

    Gagne, R. M. (1962) The acquisition of knowledge   -,("#$%**'%,*c

    Gagne, R. M. (1962) Military training and principles of learning      
    !1&%'( c

    Gagne, R. M. (1962)       = New York: Holt,
    Rinehart & Winston.c

    Gagne, R. M. (1959) Problem solving and thinking  -


       )
    #!' !+c

    Gagne, R. M. & Dick, W. (1983) Instructional psychology  -


      
    %#+, '+(*c

    Gagne, R. M., Mayor, J. R., Harstens, H. L., & Paradise, N. E. (1962) Factors in
    acquiring knowledge of a mathematics task     !," #$+%c
    Gagne, R. M. & Paradise, N. E. (1961) Abilities and learning sets in knowledge
    acquisition     !*" #$+%c

    Gagne, R. M. & Reiser, R. A. (1982) Characteristics of media selection models-


    
    È     *+"#$#(('* +c

    Gagne, R. M. & Rohweer, W. D. (1969) Instructional psychology  -


    
      +)%& '#& c

    Gagne, R. M. & White, R. T. (1978) Memory structures and learning outcomes-


    
    È     #&"+$ &!'+++c

    Gagne, R. M. & White, R. T. (1978) Formative evaluation applied to a learning


    hierarchy  È    %" $&!'(#c

    Gagne, R. M. & White, R. T. (1976) Retention of related and unrelated


    sentencesA  
    È    ,&",$&%+'&*+c

    Gagne, R. M. & Wiegand, V. K. (1970) Effects of a superordinate concept on learning


    and retention of facts A  
    È    , "*$#),'#)(c

    Gagne, R. M. & Wiegand, V. K. (1968) Some factors in children's learning and retention
    of concrete rules A  
    È    *("*$%**)%,*c

    Lee S. S. & Gagne, R. M. (1970) Effects of degree of component learnings on the


    acquisition of a complete conceptual rule A  
    È     &%" $ %'
    &c

    Lee S. S. & Gagne, R. M. (1969) Effects of chaining cues on the acquisition of a


    complex conceptual rule A  
    È     %)"%$#,&'#!#c

    
    
     
     c

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