Hierarchical Preview VS Problem Oriented Review in Learning an Imaginary Science

Previous investigations related to the nature of hierarchical tasks (Gagne, and others, 1961, 1962; Merrill, 1965) have not drawn a clear distinction between the hierarchical structure of a task and a hierarchical presentation of the task. A hierarchical structure is perceived by a logical analysis which demonstrates that concepts and principles of the higher levels are combinations, reorganizations, elaborations, and applications of the concepts and principles at the lower levels (Gagne, 1965). A hierarchical presentation results when lowest level is presented to the learner first, then the next level is presented, etc. It was demonstrated (Merrill, 1965) that in learning a hierarchically structured imaginary science Ss (Group V) who received only a summary of each lesson (or level) prior to a correction/review test section performed as well on a three-week retention test as Ss who received considerably more detailed program instruction prior to the test section. When total time for learning and retention was considered, Ss in this summary-review condition learned the task in half the time required for the other Ss.