Instructional/instructive theory

Fig. 1.2. Schematic representation of the selective and instructional theories used to explain the origin of the antigen selectivity of antibodies.

The mechanism of selectivity proposed by Polyakov [8] was vague and, as stated, did not receive much attention. Moreover, the instructional theory from which... 

MIMs are also included in this group, as their development was inspired by the instructional theory of antibody formation, and they have often been referred to as artificial antibodies . 

Anderson, J. R. (1988, February). Experiments with the LISP Tutor. Paper presented at the Office of Naval Research Contractors Meeting on ICAI and Instructional Theory, University of Pittsburgh (LRDC). 

In a historical perspective, the inspiration for molecular imprinting may be traced to two main sources. The first is Linus Pauling, who proposed an instructional theory for the formation of antibodies [8]. Figure 2 depicts Pauling s theory, which suggested that an antibody in some initially nonspecific configuration adopts a new. 

Figure 2 A cartoon of Pauling s instructive theory for the formation of how antibodies may be formed. An unspecific antibody precursor, represented as an oligomeric entity here, comes in contact with an antigen and engulfs a portion of the antigenic surface. In this contact formation, the antibody precursor would adopt a complementary structure to the antigen. In Pauling s theory, the antibody precursor would then mature to a specific antibody for that particular antigen and would then retain its conformation and specificity even after dissociation. Note it is now known that the conformation and specificity of antibodies is purely dependent on the genetic code. Antibodies originate from specific cell clones and details about the mechanism of the immune system can be found in biochemistry textbooks [9].

Theoretical consideration. We shall consider a simple and instructive theory of the switching of a helix free antiferroelectric phase [36]. The smectic layers normal h is aligned along the rubbing direction z in the plane of the cell (bookshelf geometry in Fig. 13.25). The tilt has the amplitude 9 and its phase O changes... 

Instructional Systems Need Instructional Theory Comments on a Truism... 

Abstract Developers of Artificial Intelligence (AI) -based instructional software have not yet paid a sufficient amount of attention to the instructional capabilities of such systems. In this paper, we briefly discuss candidate theories of instructional design with the goal of convincing the reader that there do exist instructional theories with which developers of Al-based instructional software should be familiar. We also investigate what additional information is required to supplement such theories, and suggest directions for future research and development. 

Instructional design can be viewed as a process of developing a blueprint as to what the instruction should be like it is a prescription as to what methods of instruction should be employed for that particular content and student. There are two issues here what is to be included within the blueprint and the process by which the blueprint is developed. It is important to note the distinction between instructional theory (just discussed) and learning theory the latter deals with conditions of learning, for which Ae designer would then need to develop methods of instruction. For an excellent overview of instructional design and the description of several such theories, the reader should consult [35] for the application of such theories, see [37]. 

It is not our intent here to describe any of the various instructional theories in detail, but rather convince the reader that there do exist instructional theories with which a developer of instructional software should be familiar. The theories discussed herein have been selected because they deal with the cognitive domain, the territory of most instructional systems, and they provide some worthwhile guidelines that can be incorporated into a system s instructional component. For some of these theories, developers are already pursuing computational models based upon the theory. 

The province of an instructional theory is to propose a rationally based relationship between instructional events, their effects on learning processes, and the learning outcomes that are produced as a result of these processes." [14 p.244]. 

Reigeluth, C.M. (ed). Instructional Theories in Action Lessons Illustrating Selected Theories and Models, Lawrence Erlbaum Associates, Hillsdale, NJ, 1987. 

Stevens, G.H., and Scandura, J.M., A Lesson Design Based on Instructional Prescriptions from the Stmctural Learning Theory, in C.M. Reigeluth (ed). Instructional Theories in Action Lessons Illustrating Selected Theories and Models, Lawrence Erlbaum Associates, Hillsdale, NJ, p. 161-199, 1987. 

The theory of human cognition that has emerged over the past three decades opens up the possibility of theory-based design of instruction. Theory-based instruction begins with a theory of the ment processes that are involved in learning a particular subject matter. Instruction is then designed to facilitate those processes. Theory-based instmction is based on the structure of the learner, rather than on the structure of the subject matter. 

In early studies on children s pre-instructional theories of motion (Halloun Hestenes, 1985 Gunstone Watts, 1985), it is reported that children seem to operate with basic intuitive rules such as ... 

Decades ago, when the very nature of the immune response was still under discussion, Linus Pauling proposed the so-called instructive theory of antibody creation. According to this theory antibody molecules containing flexible, functional groups were winding around the different antigens in question, thus capturing them in a specifically created interactive pocket . 

The point is that a data mass rarely speaks for itself. A couple of general references are Carl Hempel. Philosophy of Natural Science (Englewood Cliffs, NJ. Prentice-Hall, 1966) and Glenn E. Snelbecker. Looming Theory, Instructional Theory and Psychological Desigt (New York McGraw Hill, 1974.)... 

Keller, J. M., Kopp, T. W. (1987). An application of the ARCS model of motivational design. In C. M. Reigeluth (ed.), Instructional theories in action. Lessons illustrating selected theories and models (pp. 289-320). Hillsdale Lawrence Erlbaum. 

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