ABSTRACT
According to behaviorist psychology, learning means experiencing a change of behavior that can be described in terms of observable performance. An instructionally usable objective must state the intended outcome in terms of terminal behaviour. Good teaching is not entirely dependent on premeditated, specific, and behaviorally defined objectives. It is possible that "the specificity now being demanded of curriculum workers and teachers in the writing of behavioral objectives runs contrary to their values of humanism and intellectualism". Carefully specified behavioral objectives provide the most fruitful means of starting to plan classroom learning activities. An advance organizer is not simply an outline of the main topics of new material. It may contain concepts and points of view abstracted from the material, or it may point out how previously learned, related concepts are different from, or similar to, the new ideas to be presented. Lynn emphasizes that whatever differences in cognitive style appear early in life are then considerably influenced by cultural reinforcement.
