tualizations of presentation technology the physical science concept and the behavioral science concept (Saettler, 1989).
When presentation technology is considered within the con text of physical science, it is typically viewed as the appli cation of physical science and engineering technology to the process of education, training, or other relevant function or task (Saettler, 1989). This concept emphasizes device effects and procedures, as opposed to message content, and differencesamong individuals in a target audience (Saettler, 1989. The development of the physical science concept of presentation technology was not greatly influenced by the interrelationships between presentation needs, and psychological theory, on the one hand, and the design of messages and media, on the other hand (Finn, 1960).
The most significant theoretical premise embodied in the physical science concept of presentation technology is that which "casts materials . . . and machines . . . in nonverbal roles and . . . traditional media (lectures, books) in verbal roles (Brown, Lewis, & Harcleroad, 1990, p. 32). The implicit assumption contained in this concept is that nonverbal media are more effective (Brown, Lewis, & Harcleroad, 1990, p. 32). Regardless of its validity or its ability to stand alone, the physical science concept of presentation technology gained a wide acceptance through the first three quarters of the twen tieth century (Saettler, 1989).
The behavioral sciences are anthropology, sociology, and psychology. When presentation technology is conceptualized in the context of the behavioral sciences, its development and application is considered in terms of learning psychology, 4group processes, language and linguistics, communications, cybernetics, perception, and psychometrics (Saettler, 1989).
The behavorial science concept of presentation technology, however, also incorporates applications of engineering research (particul...