Teaching machine (and learning theory) crisis

Abstract

Current programers are declared to be racing down a blind alley, misled by theory based on comparative studies whereas the important features of human learning of meaningful matter are largely unique to man. For such learning there are indications that write-ins are less valuable than objective items, reinforcement not the significant process, programing destructive of cognitive structure. Objective autoinstruction adjunct to texts and other instructional matter is clearly most practicable, probably most learning-producing. Evaluations should compare this approach, as well as orthodox programed learning, with conventional teaching. Research related to such endeavors should aid emergence of theory clarifying the distinctive features of human learning. (PsycInfo Database Record (c) 2025 APA, all rights reserved)