Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training [Illustrated] [Hardcover]

Jeroen J. G. Van Merrienboer (Author)

Product Details

• Hardcover: 338 pages
• Publisher: Educational Technology Pubns; illustrated edition edition (June 1997)
• Language: English
• ISBN-10: 0877782989
• ISBN-13: 978-0877782988
• Product Dimensions: 10 x 7.3 x 1.2 inches
• Shipping Weight: 2 pounds
• Average Customer Review: 5.0 out of 5 stars  See all reviews (3 customer reviews)
• Amazon Best Sellers Rank: #2,535,534 in Books (See Top 100 in Books)

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Most Helpful Customer Reviews

35 of 35 people found the following review helpful:

5.0 out of 5 stars Top of the top 10 in Instructional Design, December 10, 1999

By 

M. David Merrill (Brigham Young University Hawaii) - See all my reviews
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This review is from: Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training (Hardcover)

I have always felt that the most important single source for instructional designers is Gagne's "Conditions of Learning", published by Holt, Rinehart & Winston, 1985. In my opinion Merrienboer now ranks with Gagne as a fundamental foundation for instructional design.  Whereas Gagne is based on the best theory available during the 60's, 70's and 80's van Merrienboer is based on the new theory in cognitive psychology available during the late 80's and 90's.  This book should be must reading for all instructional designers. 

Why am I so enthusiastic about this book?  First, it is the best integration of much of the current work in instructional design that is available.  van Merrienboer's model integrates the best of both the instructivist and constructivist approachs to learning.  He shows how these two ways of viewing instruction are both valuable and necessary to effective instructional design.   Second, he incorporates the best suggestions from the best of the instructional models that are summarized in other books such as Reigeluth's "Instructional Design Theories and Models, Vol. 2" and Tennyson, Schott, Seel & Dijkstra, "Instructional Design:  International Perspective" both published by Erlbaum. Third, he starts by summarizing important theory from cognitive psychology research and then relates the two aspects of instructional design, analysis and design, to this cognitive theory.  Fourth,  many of the prescriptions he suggests are supported by solid research which he cites.  Finally, it is one of the best examples of technical writing that I have experienced.  The content is complex but extremely well organized and easy to read.  The organization of the book is tight, his summaries are concise and very helpful, he includes a list of all the important concepts introduced in each section, and he includes suggested readings (not just references) for each section of the book. 

If you read this book, and you are involved or hope to be involved  in instructional design, it will change your life.  It is the top of my top 10 books that should be read and studied by every instructional designer.

16 of 16 people found the following review helpful:

5.0 out of 5 stars Simply the best current book on the design of training, March 1, 1999

By 

Richard Clark (the University of Southern California, Los Angeles) - See all my reviews
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This review is from: Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training (Hardcover)

This book is simply the best and most comprehensive description of a training design system for complex knowledge available anywhere. The information it presents is firmly based in the best research conducted on the learning and teaching of knowledge needed for complex jobs and tasks. The book is clearly written. Trainers with practical experience and an introductory level knowledge of learning research will understand it and find ways to apply it. The information it presents can easily be applied for internet, Web-based, computer-based or classroom-based training delivery. Van Merrienboer supplies the missing ingredients in most modern training design system - the specific methods and conditions that must be present for complex learning to occur. This book is the best I've read in the past 25 years that I've been designing training and teaching design to graduate students. If you are interested in training, buy it!

15 of 15 people found the following review helpful:

5.0 out of 5 stars A landmark book in training and instructional design, June 27, 2000

By 

HOYET HEMPHILL - See all my reviews

This review is from: Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training (Hardcover)

This book is the result of over a decade of research by the author at the University of Twente. Merrienboer has managed to synthesize much of the current thinking and research in cognitive psychology, instructional design, and training. He has integrated the theoretical with the practical to provide a handbook for designing complex task training.

This book should appeal to the theorist as well as the practitioner. While it could be used in an introductory instructional design course and it is very clearly written, it could be somewhat difficult for persons who do not have some background in learning theory and instructional design.

The four-component (4C/ID) model creates a nice bridge between descriptive theory and prescriptive empirical practices. It breaks the analysis and design phases of the ADDIE model of instructional development into four layers (two layers for each phase). This approach allows the instructional designer to break complex cognitive skills into constituent skills so that appropriate instructional methods can be selected for the design of the learning environment.

The four components (Compilation, Restricted coding, Elaboration, and Induction) define specific activities for each of the first three layers of analysis and design. For those that are faced with the front-end analysis for an instruction system to teach complex cognitive skills, this book is a definite boon.

The book is divided into three parts. Part A gives the theoretical underpinnings for the model based on cognitive strategies. Part B provides methods for analysis, including skill as well as decomposition, recurrent constituent skills, prerequisite knowledge, supportive knowledge, and strategic knowledge. Part C covers prescriptive methods for the design of instructional systems to teach complex cognitive skills.

This book should be useful for those interested in the study of instruction design as a field as those tasked with designing instructional training materials, including full training systems, electronic performance support systems, and just-in-time training systems.