Component Display Theory (CDT)
Biography
Dr, Merrill earned his BA from Brigham Young University in 1961, his Ph.D from the University of Illinois in 1964. He has authored 12 books and numerous articles, technical reports, and book chapters. He joined the faculty at Utah State University in1987 and continues to conduct his research there.
Theory
The component display theory outlines how to design instruction for the cognitive domain, based on pre-determined objectives of instruction. This theory arose from the notion that learners select and control their own instructional strategies in response to content and presentation components. It focuses on a single idea or objective at a time. The component display theory suggests that for a particular objective and learner, there is a unique combination of presentation forms that result in the most effective learning experience.
Typically, task analysis is performed before or during instruction. The component display theory is an attempt to create the best combination of instructional strategies to produce a particular learning outcome, and emphasizes on different components of instruction for different types of instructional goals
CDT deals with the micro level of instruction, especially single ideas and methods for teaching them. It works in conjunction with Reigeluth's Elaboration Theory, which is a macro learning system. Learning has two dimensions: content and performance. Content encompasses facts, concepts, procedures and principles. Performance consists of memory, utilization, generalizing.
Merrill also specified four primary presentation forms: rules, examples, recall, and practice, and five secondary presentation forms: prerequisites, objectives, helps, mnemonics, and feedback. Instruction should contain all these forms to be most effective, but each learner will benefit most from a unique combination of forms. A matrix formed from content and performance helps the learner find a variety of looks at the learning material. Learner control of the process is encouraged, so each individual can optimize the process.
Content can be applied in several ways, called performance. Three types of performance include 1) memory and recall of content information, 2) application,, in which the student is called upon to demonstrate some practical usage for the content, and 3) Generalize, in which the student uses the information inductively to generate a new abstraction, concept, or principle.
Learning Theory Bibliography
Brooks, C. T. (n.d.). Component Display Theory. Retrieved March 1, 2003 from http://comp.uark.edu/~brooks/component.html
Kearsley, G. (n.d.) Component Display Theory (M.D. Merrill). Retrieved November 9, /2002 from http://tip.psychology.org/merrill.html
Merrill, M. David. Component Display Theory. http://tecfa.unige.ch/themes/sa2/act-app-dos2-fic-component.htm
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