Browsing by Author "Ribich, Fred"

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    Construct validation of the Inventory of Learning Processes
    (1978) Schmeck, Ronald R.; Ribich, Fred
    Two correlational investigations are described which are aimed at establishing the construct validity of the dimensions assessed by the scales of the Inventory of Learning Processes. The Synthesis-Analysis scale is assumed to assess "deep" (e.g., semantic) information-processing habits. It was positively related to critical thinking ability, curiosity, and both independent and conforming achievement-striving behaviors but negatively related to anxiety. The Study Methods scale is assumed to assess the habits of promptly completing all assignments, attending all classes, and generally "studying" a lot. It was positively related to curiosity and conforming types of achievement striving and negatively related to critical thinking ability. The fact that critical thinking ability is related positively to Synthesis- Analysis and negatively to Study Methods suggests that students with low critical thinking ability but high achievement motivation might substitute conventional repetitive study for "deep processing" because they find it difficult to engage in "deep processing." The Fact Retention scale is assumed to assess attention to and proneness to retain detailed, factual information. It was positively related to conforming achievement behaviors and negatively related to anxiety. The Elaborative Processing scale is assumed to assess the habit of restating and reorganizing information so as to relate it to one’s own experiences. It was positively related to mental imagery ability and curiosity.
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    Development of a self-report inventory for assessing individual differences in learning processes
    (1977) Schmeck, Ronald R.; Ribich, Fred; Ramanaiah, Nerella V.
    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 lecture-learning and 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 are discussed.