Effects on Learning of Individual Differences in Inferencing Ability
Abstract
In an earlier report, we accounted for about 83% of the variance in learning from instructional text, by regression equations using cognitive gaps in the text, with gap frequency measured by Kintsch's computer model of reading. The present studies tested three ways to improve Air Force recruits' learning from instructional text: (1) We developed an individual differences model of recruits' abilities needed to overcome the negative effects of the cognitive gaps in text. Tests on 211 Air Force recruits showed the model accounted for 54% of the variance in learning. The individual differences tests can be used to select and classify recruits; (2) We developed cognitive science methods of revising Air Force instructional texts to improve their learnability. The methods more than doubled the learnability of the revised text; and (3) We developed two computer job aids that editors can use to improve Air Force instructional texts by implementing our revision methods. Tests showed that (a) cognitive gaps were present at high frequency in each of a random sample of Air Force texts, and (b) measures calculated by the job aids were correlated as much as .62 with learning from instructional text. The revision methods can be used to improve most Air Force instructional texts.
Document Details
- Document Type
- Technical Report
- Publication Date
- Sep 30, 1992
- Accession Number
- ADA259957
Entities
People
- Bruce K. Britton
Organizations
- University of Georgia Research Foundation