ness, familiarity, etc., are excluded from the present sub-type since they are included in others. Factors affecting difficulty as conceived here include a) how fine a discrimination is required and b) how fast a procedure must be carried out and c) the mental capacity required for learning (e.g., memorizing five names is typically more difficult than memorizing two names). Sequences employing this criterion would teach the least difficult curriculum items before the more difficult ones. Examples: Learn long vowel sounds before learning short ones. Learn to weave slowly, then learn to speed up. Learn to spell short words before longer words. 4.4 interest. Curriculum elements that are intrinsically interesting are typically those that refer to phenomena about which the learner has had some limited experience (i.e., not totally unknown to him) but remain a challenge, retain the
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