Effects of Instructional Objectives on Learning and Retention

A synthesis is presented of the various rationales which predict the facilitative influence of instructional objectives on learning and retention. Facets which are particularly relevant to the analysis of instructional objectives in learning situations include the dimensional character of attending behavior, the optimal degree of speci ficity to be incorporated in specifying instructional outcomes, effects of the placement or position of objectives during instruction, and a discussion of investigations con cerned with an incidental or unspecified learning criterion. The conclusion is that, on each of these issues, various instructional conditions determine the efficacy of utilizing objectives to promote learning and retention. One of the essential dimensions in any type of instructional develop ment involves the nature and characterization of the objectives to which instruction is addressed. The task of identifying instructional outcomes and their subsequent utilization parameters is being investigated by a variety of agencies and individuals who contend that they have the best solution to the issue. Despite the ubiquitous attention given to the matter of identifying, analyzing, and employing instructional objectives, the documentation of resultant impact of such intentions on instruction and learning is generally wanting. This review is concerned with six major areas relevant to conceptu alizing research efforts salient to the utilization of instructional objectives in learning situations: (1) a description of the historical perspective under which dimensions of instructional intents have evolved; (2) an identifica tion of expressed advantages underlying measurable outcomes by notable instructional analysts; (3) research bearing on the factor of disclosure of objectives to anticipated target populations; (4) the effects of the degree of specificity of objectives in research settings; (5) influential presentation or placement criteria; and (6) investigations concerned with an incidental (non-objective related) learning criterion.