Abstract
This paper describes and illustrates a typology of verbal instructional tasks for advanced classroom instruction and inservice training. The typology is based upon functional definitions of elementary and conceptual behavior, and incorporates the kinds of goals and objectives that surveys and research have shown to be important for experienced learners. The typology's metastructure is B. F. Skinner's (1957) verbal behavior classification system. This paper describes Skinner's system as a context for understanding and selecting instructional tasks for experienced learners. This paper also discusses rate of response as an important dimension of proficiency or mastery, and procedures for selecting proficiency criteria of tasks in the typology are also described. Results of the first of a series of validation studies indicated that high agreement between typology designer and subjects' classification of tasks can be attained after a short training session. The typology is discussed as a vehicle for standardizing instructional research and practice, and as a basis for research on transfer of control across classes of verbal behavior. Implications for research on building fluency of adult performance, and efficiency in instructional design are also discussed.
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Selected References
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