Rothkopf

Numerous theories recognize that the learner is an active participant in the creation of meaning from instruction. Rothkopf's concept of mathemagenic effects was one of the first conceptions to focus on the learner's internal transformation of instructional stimuli, moving away from the black box of stimulus-response behaviorism.

Rothkopf

During instruction, learners often learn something different than expected.

Learner's develop personal interpretations of the instruction through active observation and transformation.

Mathemagenic = "behaviours that give birth to learning"

Three classes of mathemagenic activities:

Overt, observable behaviour in learning process

Attendance to these materials

Translation and processing of new information

Learning is not guaranteed.

Four mathemagenic effects: positive, negative, neutral, unknown.

Bibliography of writings by Rothkopf

Rothkopf, E.Z. (1996) Control of mathemagenic activities. In D.H.Jonassen, (Ed.), Handbook of Research on Educational Communications and Technology, New York: McMillan .

Rothkopf, E.Z. and Dashen, M.L. (1995) Particularization: Inductive speeding of rule-governed decisions by narrow application experience. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 469-482.

Rothkopf, E.Z. & Koether, M.E. (1993) Persistence in memory of the surface organization of simple maps as performance aids. Information Design Journal, 7, 19-27.

Rothkopf, E.Z. (1992) Cultivating America's gross national intelligence. CEO:International Strategies, 5, 68-71.

AEE 528 - Instructional Design and Course Development in Agricultural Education