Elaboration Preferences and Differences in Learning Proficiency.

Autor/inn/en	Rohwer, William D., Jr.; Levin, Joel R.
Institution	California Univ., Berkeley. Inst. of Human Learning.; Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Elaboration Preferences and Differences in Learning Proficiency.
Quelle	(1970), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Academic Education; Age Differences; Cognitive Processes; Cultural Influences; Individual Differences; Intelligence; Intelligence Differences; Learning Problems; Learning Processes; Learning Theories; Paired Associate Learning; Socioeconomic Status; Teaching Methods + Suchen Sie Ihr Suchwort? Schulleistung; Akademische Bildung; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Cultural influence; Kultureinfluss; Individueller Unterschied; Intelligenz; Klugheit; Lernproblem; Learning process; Lernprozess; Learning theory; Lerntheorie; Socio-economic status; Sozioökonomischer Status; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The major emphasis of this study is on the comparative validities of paired-associate learning tests and IQ tests in predicting reading achievement. The study engages in a brief review of earlier research in order to examine the validity of two assumptions--that the construction and/or the use of a tactic that simplifies a learning task is one of the most critical prerequisites for successful performance, and that differences in elaborative facility and in preferences among particular kinds of elaborative tactics are responsbile for a major share of observed differences in learning proficiency. On the basis of these two assumptions, the study focuses on: (1) features of persons that can be established independent of the learning task on which performances are to be observed, such as sex, chronological age, IQ, and socioeconomic status-ethnicity; and (2) characteristics of learners that are endogenous to the task whereby learning proficiency is estimated, i.e. individual variables in particular learning tasks. The results evaluated are considered to indicate that a learning task might be a better predictor of long-term school learning than a test of the IQ variety. [Not available in hard copy due to marginal legibility of the original document.] (RJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01