Component Display Theory

ID Theory
Mark Jones
EDTC 5753

Component Display Theory


Component Display Theory (CDT) was developed by David Merrill in the early 1970’s during the creation of TICCIT, one of the earliest forms of learner-controlled computer based instruction. The idea behind TICCIT was to provide learners the ability to choose both the types of practice and the level of difficulty in an instructional computer system. The method of providing this learner control led Merrill to approach instructional strategies as an algorithm: plugging various combinations of types of instruction as variables into an equation to provide optimal learning outcomes, depending on the content and performance desired. Creating this system required a categorization of both content and strategy. Merrill devised a 2X2 matrix of content to strategy. Content was categorized as either generality or instance, and strategy was categorized as either expository (telling) or inquisitory (asking). The resulting 4 squares of this matrix define the 4 primary performance forms in CDT, and are outlined below (Colaric):

Generality/Expository (EG): Rule
Generality/Inquisitory (IG): Recall
Instance/Expository (EeG): Example
Instance/Inquisitory (IeG): Practice

In CDT, secondary performance forms include prerequisites, objectives, helps, mnemonics, and feedback. CDT assumes that the most effective instruction is that which provides all the appropriate and necessary primary and secondary performance forms to a learner during a lesson. CDT is analogous to a doctor prescribing a combination of medicines to treat a specific condition. “Component Display Theory is a prescriptive model which draws from both cognitive and behavioral research and deals exclusively with micro-level strategies in the cognitive domain. It relies heavily on Gagne's assumption of different conditions of learning for different outcomes” (Colaric).

In CDT, a 2 dimensional chart is used to classify learning outcomes. The 2 dimensions are student performance (remember, use, or find) and subject matter content (fact, concept, procedure or principle). After the content-performance matrix has categorized the desired learning outcome, then sets of instructional strategies are prescribed based on the content and desired performance. An example of a lesson based on CDT might look like the following (Component display theory (m.d. merrill)):

• Objective - Define an equilateral triangle (Remember-Use)
• Generality - Definition (attributes, relationships)
• Instance - Examples (attributes present, representations)
• Generality Practice - State definition
• Instance Practice - Classify (attributes present)
• Feedback - Correct generalities/instances
• Elaborations - Helps, Prerequisities, Context

Component Display Theory has been very significant to the field of instructional design and the development of educational technology. CDT was one of the first examples of successfully separating instructional strategy from content, and has served as the foundation for later ID theories such as Elaboration Theory and Instructional Transaction Theory.

References:

Colaric, S. (n.d.). Component display theory. Retrieved Mar. 18, 2006, from The Instructional Systems Process Web site: http://lsit.coe.ecu.edu/colaric/KB/CDT.htm.

Component display theory. (n.d.). Retrieved Mar. 18, 2006, from opencontent.org Web site: http://opencontent.org/docs/cdt.pdf.

Component display theory (m.d. merrill). (n.d.). Retrieved Mar. 18, 2006, from Explorations in Learning & Instruction: The Theory Into Practice Database Web site: http://tip.psychology.org/merrill.html.

White, A. (2001). Component Display Theory. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved March 18, 2006, from http://coe.sdsu.edu/eet/articles/cdt/start.htm.