Programmed Learning, the foundation stone of teaching machines, is based in part on certain psychological principles derived from laboratory studies of human and animal learning, and in part on pedagogical techniques used by nearly all great teachers. The book surveys programmed learning - the techniques of programming, the methods of evaluating results, and the history, from its beginnings in the work of Ebbinghaus and Thorndike through its elaboration and development in the work of Pressey and Skinner to research now in progress. The emphasis is on programming as a method. Descriptions and functions of machines appear only as integral parts of articles.
EDITOR'S NOTE:
The set of articles reprinted in this section was selected to define the problem and to present some of the issues and the background for them. The educational problem which has given rise to the great interest in teaching machines and programming is ably presented by James Finn who has long been a leader in audio-visual education. The articles by B. F. Skinner and James Holland describe the theory and research in psychology upon which much of the recent work on programmed learning has been based. A somewhat different theoretical framework for programmed learning will be found in David Zeaman's article.
Professor Fry's article attempts to define an issue which perhaps has had more attention than it warrants, viz., whether the mode of response is a critical variable in learning via programmed material.
A thorough, thoughtful and valuable review of the work on teaching machines and programming from a psychologist's view is provided for the purpose of bridging theory, method, and research.