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Within the past few years, a major portion of the money available for educational improvement has been channeled into the development of instructional systems and products, and a number of books and manuals to give guidance to developers of instructional systems have appeared (Briggs, 1970; Gerlack & Ely, 1971; Kemp, 1971; M. D. Merrill, 1971 la; Popham & Baker, 1970). While they vary in terminology and detail, they all include the following components: behavioral objectives, pretest, instructional activities, posttest, and revision based on empirical tryouts. This model was first given widespread exposure by Glaser (1965, 1966) in his papers describing the emerging field of instructional psychology. M. D. Merrill (1972a, 1972b) has suggested that three premises underlie this basic model:
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Merrill et al. (1973) studied this question.
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