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Other kinds of learned capabilities may also have desirable prerequisites, although their relationships may be somewhat less direct than is the case with intellectual skills. The learning of information, when coded as organized knowledge, requires that the learner know the meaning of the words or phrases that make up the information; that is, he must know them as concepts (a type of intellectual skill). The learning of attitudes often implies prerequisite information or intellectual skills.
For example, if the desired outcome of a lesson is an attitude tending toward avoidance of harmful drugs, the student must have acquired (usually in a prior lesson or topic) information about situations in which harmful drugs are likely to be encountered, their common names and appearances, and other items of this general sort. Should such information not be provided as a prerequisite, the intended choice of action for the student would not be clear to him and, therefore, would likely not be made.
Some of the most readily identifiable prerequisites for the five major types of learning. They are stated in general terms and are intended to guide the process of course and topic planning. Not all the possible prerequisite relationships are covered by the contents of the table, however, since many different variations may be found to depend on specific circumstances. The procedure suggested is again of the "editing" sort: The course designer continues to question himself as to whether the learning of any particular kind of intended learning outcome must be preceded by the learning of a prerequisite capability.
Table 5.2 indicates that when verbal information is to be coded and stored as organized knowledge, steps must be taken to insure that the meanings of the words are known; in other words, that the concepts referred to have been learned. The sentence "Mice harbor parasites," for example, can be coded and stored as knowledge by learners who have previously acquired the concepts "harbor" and "parasite," assuming that "mice" is already known. Of course, the meanings of these words may be acquired during a single lesson, or they may have been introduced during an earlier topic.
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