Content is the actual information to be learned. Some examples are names, dates, and events. Concepts are symbols, events and objects that share characteristics and are identified by the same name. Concepts make up a large portion of language and understanding them is integral to communication. They explain or predict why something happens in a particular way.
Performance is the manner in which the student applies content.
The matrix is set up to discover what level of performance is needed for each area of content. For each of the categories in the matrix, it can be assumed, in component display theory, that there is a combination of the primary and secondary presentation forms listed above that will provide the most successful and efficient acquisition of skills and knowledge available. Associative works as a hierarchical network structure, while algorithmic consists of schema or rules. As the theory is primarily designed for use by groups of students, it becomes necessary to point out that each student will not require every prescribed component. The components are provided so that a wide variety of learners may participate.