WorldCat Identities

Gagné, Robert M. (Robert Mills) 1916-2002

Overview
Works: 149 works in 637 publications in 11 languages and 11,660 library holdings
Genres: Conference papers and proceedings  Case studies 
Roles: Author, Editor, Author of introduction, Other
Classifications: LB1051, 153.15
Publication Timeline
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Most widely held works about Robert M Gagné
 
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Most widely held works by Robert M Gagné
The conditions of learning by Robert M Gagné( Book )

142 editions published between 1965 and 2011 in 6 languages and held by 3,467 WorldCat member libraries worldwide

This book seeks to answer the question, what factors really can make a difference to instruction? A serious consideration of practical knowledge of learning must go beyond the most general principles of the learning process, such as contiguity and reinforcement. Learning results in retained dispositions which have different properties which the author calls capabilities. Their five main varieties are called intellectual skills, cognitive strategies, verbal information, motor skills, and attitudes. The second theme relating to the factors that make a difference to instruction my be identified as the events of learning. The book is addressed to a fairly broad student audience
Principles of instructional design by Robert M Gagné( Book )

89 editions published between 1974 and 2011 in 6 languages and held by 2,184 WorldCat member libraries worldwide

This book describes a rationally consistent basis for instructional design based in cognitive psychology and information-processing theory. It prepares teachers to design and develop a course, unit, and module of instruction; outlines the nine stages of instructional design procedure; and integrates current research and practice in the movement toward performance systems technology
Essentials of learning for instruction by Robert M Gagné( Book )

52 editions published between 1974 and 1989 in 6 languages and held by 1,034 WorldCat member libraries worldwide

This is a book about human learning, intended to be useful to teachers and prospective teachers. The contents of this book will provide a framework that can serve well in organizing thought and the accumulation of knowledge about teaching. Learning is described in terms of the information processing model of learning and memory. This model posits a number of internal processes that are subject to the influence of external events. The book should find its greatest usefulness in undergraduate courses in educational psychology and as an adjunct to graduate offerings in this subject. It might also be used as a supplementary text in courses in human learning, instructional methods, instructional design, and educational technology as well for the continuing education of teachers
Learning and individual differences; a symposium of the Learning Research and Development Center, University of Pittsburgh by Robert M Gagné( Book )

26 editions published between 1967 and 1972 in English and held by 814 WorldCat member libraries worldwide

Psychological principles in system development by Robert M Gagné( Book )

25 editions published between 1962 and 1966 in 3 languages and held by 620 WorldCat member libraries worldwide

Perspectives of curriculum evaluation by Ralph W Tyler( Book )

31 editions published between 1967 and 1984 in English and Undetermined and held by 598 WorldCat member libraries worldwide

Instructional technology : foundations by Robert M Gagné( Book )

17 editions published between 1986 and 2013 in English and Arabic and held by 528 WorldCat member libraries worldwide

The major purpose of this book has been to collect the knowledge that we now have of this field, including some indications of where it is going. Each of the authors has been encouraged to report the state of knowledge from an individual viewpoint. It is hoped that these chapters will be effective in conveying an impression of the state of the art in instructional technology. They may provide the substantive framework for the various techniques that make up the field of instructional technology, the problems yet to be solved by research and development, and an indication of the remarkable potentialities for the improvement of instruction
Psychology and human performance; an introduction to psychology by Robert M Gagné( Book )

13 editions published between 1955 and 1959 in English and Italian and held by 435 WorldCat member libraries worldwide

Defining educational objectives by C. M Lindvall( Book )

6 editions published between 1964 and 1969 in English and held by 337 WorldCat member libraries worldwide

Learning research and school subjects : [proceedings] by Robert M Gagné( Book )

15 editions published in 1968 in English and held by 283 WorldCat member libraries worldwide

Five psychologists who have approached the study of learning from different points of view were asked to prepare statements which examined their areas of interest for empirically-based knowledge of relevance to learning as found in the classroom. They presented their viewpoints at a symposium sponsored by Phi Delta Kappa. This book presents the formal papers delivered at the symposium, a selection of the questions asked from the audience, and a discussion of the paper's contents by other experts in the field. Appended to each paper is a reference list. Topics covered include concept learning, perceptual learning, prescriptive values, and the management of instruction. (Jy)
Selecting media for instruction by Robert A Reiser( Book )

9 editions published between 1983 and 1985 in English and held by 229 WorldCat member libraries worldwide

The legacy of Robert M. Gagné by Robert M Gagné( Book )

2 editions published in 2000 in English and held by 118 WorldCat member libraries worldwide

This book highlights and discusses the contributions of Robert M. Gagne to the field of instructional technology. Section One presents the core concepts of Gagne's theory and contains reprints of the following five journal articles by Gagne: "Contributions of Learning to Human Development, ""Learning Hierarchies, ""Domains of Learning, ""Mastery Learning and Instructional Design," and "Integrative Goals for Instructional Design." Sections Two analyzes the influence of Gagne's ideas from a variety of perspectives, including the following articles: "The Impact of R.M. Gagne's Work on Instructional Theory" (Patricia L. Smith and Tilman J. Ragan); "The Impact of Gagne's Theory on Instructional Design Practice" (Dennis C. Fields); "Gagne's Influence on Military Training Research/Development" (J. Michael Spector); and "Gagne and the New Technologies of Instruction" (Wayne A. Nelson). The article comprising Section Three, "The Future Role of Robert M. Gagne in Instructional Design" (Rita C. Richey), speculates on the extent to which Gagne's work will continue to influence the field of instructional technology in the future, even with the growing influence of constructivist approaches to instruction. Each article contains references. Appendices include: the American Psychological Association Scientific Award for the Application of Psychology, 1983; a bibliography of publications by Gagne; and information about eric. Includes Subject and author indexes. (Mes)
Tryout of an organizing strategy for lesson design : maintenance procedure with checklist by Robert M Gagné( Book )

2 editions published in 1992 in English and held by 81 WorldCat member libraries worldwide

Guided Approach, Instructional Design Advisor (GAIDA) is a computer- based module of instruction on how to design instruction. The example Investigated In this study was designing a lesson on conducting a functional check of the electrical circuits of the gun In the F-16 aircraft, using a checklist. The designer module Is aimed at Air Force personnel who are well acquainted with the equipment, but Inexperienced in designing instruction. A formative evaluation study was performed in the one-on-one mode, with six students who taught gun maintenance procedures in the Armament Specialist course. These students had no difficulties in comprehending instructional design processes, or in using them to devise a storyboard for a computer-based lesson on the functional check of the gun. While potential improvements such as pictorial additions were noted, students judged the lessons to be satisfactory and potentially effective. The GAIDA approach to teaching instructional design using a narrowly focused model appears to be feasible and capable
Studies of learning : 50 years of research by Robert M Gagné( Book )

3 editions published in 1989 in English and held by 61 WorldCat member libraries worldwide

Factors in acquiring knowledge of a mathematical task by Robert M Gagné( Book )

7 editions published between 1962 and 2007 in English and held by 58 WorldCat member libraries worldwide

Abilities and learning sets in knowledge acquisition by Robert M Gagné( Book )

6 editions published between 1961 and 1962 in English and held by 57 WorldCat member libraries worldwide

Robert M. Gagne and M. David Merrill--in conversation by Robert M Gagné( Book )

3 editions published in 1991 in English and held by 57 WorldCat member libraries worldwide

Expectations for school learning; a monograph by Robert M Gagné( Book )

2 editions published in 1973 in English and held by 42 WorldCat member libraries worldwide

Apprendimento e differenze individuali by Robert M Gagné( Book )

8 editions published between 1974 and 1983 in Italian and held by 37 WorldCat member libraries worldwide

Contributi di: R. Glaser, R.M.W. Travers, L.J. Cronbach, J.B. Carroll, J.J. Jenkins, E.A. Fleishman, R.C. Anderson, C.P. Duncan, I. Maltzman, D.D. Wickens, A.R. Jensen, C.N. Cofer, M. Glanzer, P.M. Fitts, D. Zeaman, B.J. House, Wischner G.J., P.M. Kjeldergaard, L.W. Gregg, A.W. Melton
The psychological bases of Science: a process approach by American Association for the Advancement of Science( Book )

1 edition published in 1965 in English and held by 17 WorldCat member libraries worldwide

The texts of three lectures constitute this booklet. Two of these lectures were used to set the philosophical and functional tone for the 1963 and 1964 american association for the advancement of science writing conferences during which "science--a process approach" was produced. The third lecture was presented to teachers who were preparing to use "science--a process approach." The three addresses discuss the same topic but each in a context appropriate to its original presentation. Included is a list of goals for science education and a rationale for emphasizing the processes of science rather than particular content. Support from educational psychology for this mode of education is given. The highly complex processes comprising the intellectual activities of scientists are reduced to subunits. The least complex of these subunits would be taught earliest in school, later to be integrated to form more complex processes. For instance, a child would begin to learn early to observe, classify, communicate, and measure. In later years, these and other fundamental process skills would be used as part of more complex processes such as formulating hypotheses and drawing inferences. Facts, principles, and concepts were not to be eliminated by using this mode of instruction rather the operations and processes of science would be learned within the context of key ideas from science. For example, "the diversity of living things" is a key idea that would serve as one of the vehicles for teaching processes of science. This booklet also deals with the grade placement of process skills and offers specific examples of activities to teach process skills. This document is available as aaas miscellaneous publication 65-8 from the american association for the advancement of science, 1515 massachusetts avenue, N.W., washington, D.C. 20005, 35 pages. (Rs)
 
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The conditions of learning
Alternative Names
Gagné, Robert M.

Gagné, Robert M. 1916-

Gagne, Robert M. 1916-2002

Gagné, Robert M. (Robert Mills)

Gagné, Robert M. (Robert Mills), 1916-

Gagné, Robert Mills

Gagné, Robert Mills 1916-

Gagné, Robert Mills 1916-2002

Mills Gagné, Robert 1916-2002

Robert Gagné US-amerikanischer Psychologe und Pädagoge

Robert M. Gagné Amerikaans psycholoog (1916-2002)

Robert Mills Gagné

روبرت غاغنيه

روبيرت جانيه

റോബർട്ട് എം ഗാഗ് നെ

가네, R. M. 1916-2002

가네, 로버트 M. 1916-2002

가네, 로버트 밀즈 1916-2002

로버트 가네

ガニェ, R. M.

ガニエ, ロバート・M.

加涅, R. M

罗伯特·加涅

Languages
Covers
Principles of instructional designEssentials of learning for instructionInstructional technology : foundations