Individual differences in learning speed.

Wang, Alvin Y.

doi:10.1037/0278-7393.9.2.300

Cited by 20 publications

(15 citation statements)

References 27 publications

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“…This analysis draws support from other research that has directly examined the efficacy of experimenter-supplied versus subject-generated encodings (Pelton, 1969;Schwartz, 1971;Hasher & Johnson, 1975;Wang, 1983;Wall & Routowicz, 1987). All of these studies employ variations of a yokedexperimental design in which the elicited encodings of one group of learners are collected and "carried-over" to another group of subjects studying the same material.…”

Section: Discussionmentioning

confidence: 61%

The Effect of Imagery‐Based Mnemonics on the Long‐Term Retention of Chinese Characters

Wang

Thomas

1992

Language Learning

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Two studies compared the effects of imagery‐based instruction and rote learning on the long‐term recall of English translations of Chinese ideographs. Both studies used a 2×2 factorial design with Learning Condition (mnemonic vs. rote learning) and Time (immediate vs. delayed recall) as the between‐subjects factors. In Study 1 total exposure time to Chinese ideographs and their English equivalents was held constant for both learning conditions. Cued recall was tested immediately and after a two‐day delay. In Study 2 total exposure time for the rote learning group was increased so that the immediate recall performance for both learning conditions would be comparable. Also, the delayed retention period was lengthened to one week. Despite variations in procedure, the pattern of results obtained in both studies was the same: in no instance was there any indication that imagery‐based mnemonics conferred an advantage beyond the immediate test of recall. In fact, greater forgetting was found under conditions of mnemonic learning compared to rote learning. This finding is discussed within a theoretical framework emphasizing the differential long‐term effect of experimenter‐imposed versus subject‐generated encodings.

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Section: Discussionmentioning

confidence: 61%

The Effect of Imagery‐Based Mnemonics on the Long‐Term Retention of Chinese Characters

Wang

Thomas

1992

Language Learning

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“…Research has further demonstrated that effective learners are more likely to elaborate and produce better elaborations than ineffective learners (Spring, 1983;Stein, Bransford, Franks, Owings, Vye, & McGraw, 1982;Wang, 1983). "Better" elaborations are elaborations that "precisely" delineate the relationship between target information and related information.…”

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confidence: 96%

The Effects of Learner-Generated Elaborations on Concept Learning from Prose

Hamilton

1989

The Journal of Experimental Education

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“…A dissociation between performance on these tasks is also unexpected when viewed in terms of some interpretations of the associative learning process. Wang (1983), for example, suggests that good learners generate more effective elaborators than do poor learners. A dissociation between learning and EL measures would imply that the ability to produce effective elaborators is independent of the ability to recognize the items that can be most effectively elaborated .…”

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confidence: 99%

How easy is it to judge ease of learning?

Zechmeister

Bennett

1991

Bull. Psychon. Soc.

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In two experiments, we asked college students to judge the ease of learning word pairs known to differ reliably in actual ease of learning. The independent variable in both experiments was the rate of presentation (fast and slow) of to-be-judged items. The results of both experiments revealed only small differences in decision accuracy as a function of presentation rate. This suggests that metacognitive judgments of this kind rely on rather fundamental cognitive processes, which in our view are similar to those used to discover meaning in everyday verbal messages. Consider the following metacognitive task related to associative learning: A subject is presented a list of pairs of items (e.g., words), with the instruction to judge the ease oflearning an association between members of each pair. No learning is requested of the subject; rather, the subject simply predicts (e.g., via a rating scale) how easy it would be to learn an association between members of each pair iflearning were requested. These so-called ease of learning (EL) judgments reliably predict associative learning (see, e.g., Arbuckle & Cuddy, 1969; Kearney & Zechmeister, 1999), and thus they presumably provide information on the basis of which a learner can plan efficient study. For example, Nelson and Leonesio (1988) showed that more self-paced study time was allocated to items previously identified as more difficult on the basis of EL judgments. Kearney and Zechmeister (1989) speculated that the ability to make EL judgments would be related to associative learning ability. They found, however, only a slight relationship between performance on an associative learning task and performance on an EL task, although both tasks involved the same kind of items. Such a finding seems paradoxical, if it is assumed that effective associative learning is related to efficient use of study time based on judgments of item difficulty. A dissociation between performance on these tasks is also unexpected when viewed in terms of some interpretations of the associative learning process. Wang (1983), for example, suggests that good learners generate more effective elaborators than do poor learners. A dissociation between learning and EL measures would imply that the ability to produce effective elaborators is independent of the ability to recognize the items that can be most effectively elaborated .We wish to acknowledge support provided by a small grant from the Loyola University Research Services department. Thanks are also due John J. Shaughnessy for his critical reading of a draft of this manuscript and James W. Hall for many helpful discussions on this topic. Requests for reprints should be addressed to Eugene B. Zechmeister, Psychology Department, Loyola University of Chicago, 6525 N. Sheridan Rd., Chicago, IL 60626.Copyright 1991 Psychonomic Society, Inc. 36In the present study, we report the results of two experiments in which we asked college students to make EL judgments of word pairs known to differ reliably in learning difficulty. The independent variabl...

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Individual differences in learning speed.

Cited by 20 publications

References 27 publications

The Effect of Imagery‐Based Mnemonics on the Long‐Term Retention of Chinese Characters

The Effect of Imagery‐Based Mnemonics on the Long‐Term Retention of Chinese Characters

The Effects of Learner-Generated Elaborations on Concept Learning from Prose

How easy is it to judge ease of learning?

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