Five studies are presented-all related to the development
and application of a self-report inventory
for measuring individual differences in learning
processes. Factor analysis of items derived by translating
laboratory learning processes into the context
of academic study yielded four scales: Synthesis-Analysis, Study Methods, Fact Retention, and Elaborative
Processing. There were no sex differences,
and the scales demonstrated acceptable reliabilities.
The Synthesis-Analysis and Elaborative Processing
scales both assess aspects of information processing
(including depth of processing), but Synthesis-Analysis assesses organizational processes, while
Elaborative Processing deals with active, elaborative
approaches to encoding. These two scales were
positively related to performance under incidental
learning instructions in both a
traditional verbal-learning study. Study Methods
assessed adherence to systematic, traditional study
techniques. This scale was positively related to performance
in the intentional condition of the verbal
learning study. The Fact Retention scale assessed
the propensity to retain detailed, factual information.
It was positively related to performance in the
incidental condition of the verbal-learning but not
the lecture-learning study. Future research and applications
Schmeck, Ronald R, Ribich, Fred & Ramanaiah, Nerella V. (1977). Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement, 1, 413-431. doi:10.1177/014662167700100310
Schmeck, Ronald R.; Ribich, Fred; Ramanaiah, Nerella V..
Development of a self-report inventory for assessing individual differences in learning processes.
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