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In the film on Content Task analysis, we emphasized the importance of the task.

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It was pointed out that a thorough understanding of what makes up the task itself

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is perhaps the most basic information for being able to train someone

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who is difficult to train.  

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Once that's understood the second major chunk is process,

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and that is how do you teach the content?  

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Process divides into two sub categories.

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Format and feedback.  

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Format has to do with how you lay the information, how you lay the pieces out.

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For this film, we're going to talk about a certain kind of piece of information,

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what we call single pieces of learning.

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When we talk about single pieces of learning,

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we mean things like which nut goes along with this nut driver?

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That's a single piece of learning.

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What's the answer to this problem?

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That's a single piece of learning.

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The answer to this problem is another single piece of learning.

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But it's a different one. They're related because we say they are,

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but they really stand alone.

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Knowing which sock is going to go with this sock is a single piece of learning

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it may be more or less complicated as we'll discuss a little later

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by what else is available to pick from but that stands by itself.  

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Now let's talk bout some formats.

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Perhaps the simplest format is one where you show the person what's correct.

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You say that's the one. That's correct.

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Then you say, which one is it?

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He has something to fall back on, something to help him with,

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and he makes a decision, he makes a guess and of course you can verify it.

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A slight modification of that is where you show him,

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and say which one is correct?

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Without having first told him and then over the course of several trials,

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of several times through, you say, if he points to this one, you say well try again.

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Try again, and that's a slightly more difficult problem.

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So that's just a simple discrimination problem with two variations.

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Another possibility for format for single pieces of learning

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is the paired associate problem.

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That's a fancy name for it but it's something that we know very commonly

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for instance with flashcards.

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The idea of a pair is that this goes with this.

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Paired associate learning is where you show the person one thing

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and he tries to remember the other. I can say to you, 'what is 5 x 9?',

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and you say, 'I don't know', and I say, 'it's 45.'

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And maybe I show you several them in a row,

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and I come back and I get again, 9 x 5, and I say, 'what is it?', and you say,

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 '45?' Well, yes it is.

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You have now paired two associations, two things together.

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So that's another format for presenting these kinds of information.  

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Another kind is what we call a match to sample problem.

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With match to sample problems you now enter into a more complicated

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but also much, much, more flexible way of teaching things.

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I brought my laundry along here, and it really is.

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I just washed these this morning.

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Let's say that I have to fold socks.

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And I go in and I find this one, which happens to be my daughter's sock.

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And I say which one of these is like this one?

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And I go through and I look at different ones.

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Well this isn't too hard a problem because she's the only one in the family

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that has to keep each individual toe warm.

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So that's an easy problem.  

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But what if I had this sock as my problem?

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And I would select then from among them the problem begins to get more difficult

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because there's one, two, three, four, five, different socks I can choose.

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As a matter of fact I picked the wrong one

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because the answer to this isn't even in this pile.

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So if I pick this one and get myself back on the right track

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I could go through and find the correct one.  

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With a match to sample problem what you do is you show the person a problem

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like the one where you show them the answer

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and then you present in front of them several alternatives

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including the right answer.  

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If I was to set up a rather clear description of that

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I might have this as the problem which one of these is like this one?

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What I was trying to show before and I really can't show it

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as well as I might be able to,

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is how you can control for the level of difficulty of the distracters,

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the distracters being the wrong one.

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Let's say that this was the problem.

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Now you see that I have greatly reduced the available information to you

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for solving this problem.

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Now the colors aren't very much different than one another.

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And you don't have fuzziness over here, and length over here,

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it's a lot smaller in terms of the discriminations you have to make.

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This particular procedure lends itself very nicely to teaching people

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to make increasingly sophisticated discriminations.

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Oddity is another format that really is sort of a negative match to sample.

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It has a lot in common with a match to sample procedure

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but in this case, you're trying to eliminate the one that does not belong.  

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The particular things I'm using here are very interesting.

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These problems can be right in two possible directions

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but you can't have one without the other.  

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I'm going to use this oddity problem and Jeanette is going to help me

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to show some of the kinds of things that you can do.

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So let's start out here.  

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Jeanette, which one of these doesn't belong?   

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That one.

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Alright.

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And which one doesn't belong?

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Right.

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And which one does not belong?

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The red one.

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Alright. Now I'm going to try something a little different.

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We have color responding.

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I'm going to try now to see if I can shift to form responding.

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You'll see what I mean here. 

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Alright. Which one doesn't belong?

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The brown.

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Try a different one.

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Point to the one that doesn't belong.

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Okay, point to a different one that doesn't belong.

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This one's a different shape.  

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Which one doesn't belong?

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Try it.

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Try another one.

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That's the one.

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Which one doesn't belong?

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Good. 

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Which one doesn't belong?

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Right. 

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Which one doesn't belong?

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Right. 

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Listen you did a really very fine job on this,

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and helped us show something that needs to be shown. 

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Here's some things that we couldn't show with these particular plates here.

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For instance how to teach category.

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Now there was a categorical thing here

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in terms of trying to pick the form category as the one to look at,

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but we could use for instance, pictures of cats and dogs

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for teaching certain things.

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Instead of having two identical cats and then a dog,

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where you pick the dog as the odd one,

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we could use two different cats, pictures of two different cats,

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so people could begin to learn categories. It's very flexible.

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Another thing about match to sample problems and oddity problems

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that make them very, very useful is they teach generalizations.

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And that is, in this particular problem, this one was rejected.

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But not because + is no, it's because in this particular problem,

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+ is the one that doesn't belong so that people learn in match to sample problem,

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I look for the one like this one no matter what one this is,

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and that's a very important part of this kind of learning.

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We've looked at a number of different formats for single pieces of learning.

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We started out with something very simple.

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This is the right one, which one goes along with it?  

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Then we went to paired associate.

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Match to sample.

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Oddity.  

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Now let's take a look at a couple of considerations

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for using those different formats.

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The first one is what we call simultaneous versus successive presentation.

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At least that's what the people who use fancy words call them.

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When we say simultaneous presentation

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we mean everything's in front of you at once.

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Remember when we had the socks on the table,

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we had the one that we wanted out there

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and we had all the other ones to pick from out there. That's simultaneous.

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Successive is where you see the one that you're supposed to have,

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and then it's put aside and you look through for others one at a time

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and make a yes/no decision.  

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Let me show you what I mean, and I'll use the socks again, and you'll see

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that it's a more difficult problem.

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I just happen to have my socks with me here.

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Here's the sock.

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That's the sample. Get a good look at it now,

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because that's the one you're going to try to pick. Okay?

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Now, I'm taking it away from you.

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So that it isn't out there to make comparison.

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Let's see what I can find. 

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Yes or no?

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Is that the same sock?

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No, get rid of it.

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Try another one.

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Is that the same one?

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Look very closely.

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You can see as well as I can, you can see that this is really blue not black

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like the other one was, and this has ribbing. Wrong one.

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Let's see what else.

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Oh no that's not the right one.

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Be careful what I take out of my pocket here. Okay, what about this one?

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That's the one.

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But in order for you to know that, and here I'll show you,

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we set this up so we'd know, that's the right sock. 

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That's a different problem than if they were all laid out in front of you.

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When you're teaching the various things that you want to teach,

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this is the way I do it.

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When you teach the various things that you want to teach,

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remember that when it's all out there at the same time it's a simpler problem,

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and if you want to move the person to complicated problems

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depending on a particular task, you might move through simultaneous

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into successive problems.  

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The other issue that I want to bring up is described

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as the difference between recognition, and recall.

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Recognition again is where somebody says, here it is, which one is it?

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Versus saying, which one is it?  

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Let me tell you what I mean. Let's say that, let's say that you're at a party.

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You're standing with a friend, and you say to your friend,

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'Say, who's that young lady over there in the blue dress?'

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And your friend says, 'Her name is um, oh, ahh,...'

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And you say, 'Well it's either Evelyn or Margie.'

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And he says, 'Margie! That's it!' 

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Well that's recognition. In other words, even though you had it in there,

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until somebody put the alternatives in front of you, you couldn't get it out.

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That's where you recognized.

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On the other hand if you look at the person over there,

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and you say, 'What's her name?' and he says, 'Oh it's um, oh begins with a B.

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Um, Rhona! That's it!' and you say,'oh okay'. 

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To pull it out of there when nothing was laid out in front of you is recall.

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That's a whole different kind of information, different kind of an issue. 

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Well I guess that pretty much covers it for this film,

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and most of the things we wanted to discuss here so, if you'll excuse me.  

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You thought this was the end of the movie didn't you?

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But it's not. We still have a problem.

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A simultaneous problem.

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Which one, with both of them here to choose?

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It's a simple solution, but maybe I should try another way.

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So I will try this way.

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But this is a different problem.

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Maybe there's another one I can pick from I can't, I can't decide alone here.

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Let me try something.  

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Ohhh.

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Oh, let's see I think I remember what was back there,

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and so this is a successive problem.

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And I know better than to go here because there's ladies in there.

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So I'll come back over here. Where was I?  Oh wait a minute.

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This is yet another problem.

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Here I know; no other signs to help me.

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I have to decide, yes or no.

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Go, no go.

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And so I'm going to go.