Two investigations were conducted to explore the information processing activities of college students in an effort to identify those study activities which are most likely to result in academic success. Experiment 1 examined the relationship between course achievement among pre med students and dimensions of learning style assessed by the Inventory of Learning Processes (ILP). Correlational findings revealed that several of the ILP scales were better predictors of success than either GPA or scores on the Medical College Admissions Test (MCAT); however Regression analyses failed to establish conclusively whether ILP scales explain any unique variability in course achievement. Post hoc analyses revealed that a composite score representing all four ILP scales was a better predictor of course performance than any single ILP scale. Results generally supported the validity of the learning processes assessed by the ILP. Implications for the optimal content of study skill training programs are presented. / Experiment 2, combined the manipulation of visualization as an encoding strategy with an assessment of naturally occurring variation in the predisposition to employ this kind of strategy. Separate groups of undergraduates who did not expect a memory test were instructed to generate different levels of verbal and visual cues in response to each item presented from a word list; additionally, to provide a measure of learning style reflecting consistent use of strategies akin to visualization, subjects completed the Elaborative Processing scale of the ILP. Findings revealed a significant main effect for the encoding manipulation and the elaborative processing assessment. Results suggest (1) visualization is a powerful encoding device, (2) visualization can be manipulated by instructional treatments, (3) there are measurable differences in the natural predisposition to use this kind of strategy, and (4) the Elaborative Processing scale is a valid technique for assessing these individual differences. Implications for effective notetaking are discussed. / Source: Dissertation Abstracts International, Volume: 50-06, Section: A, page: 1611. / Major Professor: Marcy Driscoll. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78020 |
| Contributors | Williams, Jefferson Pullen., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 131 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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