The Effects of Material and Task Variations on a Brief Cognitive Learning Strategies Training Program

Abstract

Two studies were performed to investigate the effects of material and task variations in the acquisition of cognitive learning strategies. Groups of undergraduate students were taught to use mental imagery, meaningful elaboration, and grouping. The type of training task or the order of training and test materials differed for each of the experimental groups. Study and test materials included free recall and paired-associate word lists as well as reading passages. The results partially supported the need for training materials to be ordered from easy to more difficult. However, the type of training necessary to optimize learning appears to be dependent upon several factors, including the difficulty level of the materials with which the strategies will be used and the types of tests used to assess what has been learned.

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Document Details

Document Type
Technical Report
Publication Date
Aug 01, 1980
Accession Number
ADA098463

Entities

People

  • Claire E. Weinstein
  • David C. Duty
  • Frank W. Wicker
  • Thomas P. Washington
  • Vicki L. Underwood

Organizations

  • University of Texas at Austin

Tags

Communities of Interest

  • Biomedical

DTIC Thesaurus Topics

  • Acquisition
  • Comprehension
  • Data Analysis
  • Education
  • Educational Psychology
  • Information Processing
  • Instructors
  • Materials
  • Military Research
  • New York
  • Psychology
  • Schools
  • Social Sciences
  • Students
  • Test Methods
  • Timing Devices
  • Training

Fields of Study

  • Education
  • Psychology

Readers

  • Brain and Cognitive Science; Experimental Psychology; Cognitive Neuroscience
  • Mechanical Engineering/Mechanics of Materials.
  • Military Training and Readiness Simulation