DOCUMENT RESUME

A model of informational interaction between teachers and learners has been developed and the first facet for its taxonomy derived. The model focuses on the internal cognitive events of teaching and learning in human beings generally, rather than on the specific rcles of instructor and student. Teacher-learner communication is described in terms of mathemagenic behaviors (teaching and learning skills) which intervene between nominal stimuli (e.g., a printed page or a teacher's behavior) and the representation of these stimuli in the learner or teacher (effective stimuli). The model depicts a dual control system in which teacher and learner operate in tandem through a continuous process of feedback and regulation (the regulatory behaviors constituting teaching and learning styles or aptitudes). Levels of mathemagenic behavior appear to exist in hierarchical relation to each other within an individual with distinctions made between perceptual an