The problem is to optimize the learning of a large German-English vocabulary. Four optimization strategies are proposed and evaluated experimentally. The first strategy involves presenting items in a random order and serves as a benchmark against which the others can be evaluated. The second strategy permits 5 to determine on each trial of the experiment which item is to be presented, thus placing instruction under learner control. The third and fourth strategies are based on a mathematical model of the learning process; these strategies are computer controlled and take account of S's response history in making decisions about which items to present next. Performance on a delayed test administered 1 wk. after the instructional session indicated that the learner-controlled strategy yielded a gain of 53% when compared to the random procedure, whereas the best of the two computer-controlled strategies yielded a gain of 108%. Implications of the work for a theory of instruction are considered.
Richard C. Atkinson (Wed,) studied this question.