Gange Learning Outcomes:

A-Verbal Information: The organized bodies of knowledge that we acquire. Example: Reciting a poem
from memory or stating the definition of a term in science class.

Critical learning conditions:

1. Draw attention to important features.

2. Encourage chunking of information.

3. Provide a meaningful context for encoding.

4. Provide cues to stimulate recall and transfer.

B- Intellectual skill: Knowing how to do something. (Includes discrimination, concrete concepts, defined
concepts, rules, and higher-order rules - all described below).

Critical learning conditions:

1. Draw attention to distinctive features.

2. Stay within the limits of the capacity of working memory.

3. Stimulate the recall of previously learned component skills.

4. Use verbal cues to help order and combine the component skills.

5. Schedule occasions for distributed practice and review.

6. Use a variety of contexts to promote transfer.

C- Discrimination: The ability to distinguish one feature of an object from another. Example: Distinguish
between printed b’s and d’s or distinguish between the m sound and the n sound.

D- Concrete concept: The ability to classify objects and events according to their distinguishing features.
Example: When asked to point to the cow, do so correctly or When asked to choose the large box, do so.

E- Defined Concept: The ability to classify objects, events, or ideas according to definitions. Example:
Distinguish between examples of punishment and extinction.

F- Rule: The ability to do something using concepts or symbols. Example: Apply the rule of changing y to
i before adding ed to form the past tense of most verbs that end in y.

G- Higher-order rule: The ability to combine several simple rules into a complex rule to do something.
Example: Write an entire paragraph, using and combining a large number of composition rules.
H- Cognitive strategy: A manner in which learners guide their attending, learning, remembering, and
thinking. Example: Adopting a strategy of asking oneself questions at the end of each paragraph in a
textbook.

Critical learning conditions:

1. Describe or demonstrate the strategy

2. Provide opportunities to practice the strategy.

3. Provide feedback for use of the strategy.

I- Attitude: An acquired internal state that influences the choice of personal action toward some class of
things, persons, or events. Example: Preferring Shakespeare to Milton as a topic for an English
composition.

Critical learning conditions:

1. Associate the attitude with success.

2. Associate the attitude with admired models.

3. Arrange for personal action associated with the attitude.

4. Give feedback for successful performance.

J- Motor Skill: The ability to do precise, smooth, and accurately timed performances with muscle
movements. Example: Playing a song correctly on the alto saxophone.

Critical Learning conditions:

1. Use verbal guidance for executive routine.

2. Arrange repeated practice.

3. Give immediate feedback.

4. Encourage mental as well as physical practice.

Nine Instructional events and their Corresponding cognitive processes:

Instructional Event Internal Mental Process

1. Gain attention Stimuli activates receptors
2. Inform learners of objectives Creates level of expectation
for learning
3. Stimulate recall of prior Retrieval and activation of
learning short-term memory
4. Present the content Selective perception of content
5. Provide "learning guidance" Semantic encoding for storage
long-term memory
6. Elicit performance (practice) Responds to questions to
enhance encoding and
verification
7. Provide feedback Reinforcement and assessment of
correct performance
8. Assess performance Retrieval and reinforcement of
content as final evaluation
9. Enhance retention and Retrieval and generalization of
transfer to the job learned skill to new situation