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ERIC Number: ED223917
Record Type: RIE
Publication Date: 1982-Aug
Pages: 16
Abstractor: N/A
Reference Count: 0
Individual Differences in Depth and Breadth of Processing.
Schmeck, Ronald R.; McCarthy, Patricia
Memory has been defined as traces left behind by past information processing. One approach to the study of everyday memory is to isolate reliable differences between individuals in the ways in which they process information when preparing for test events. The Inventory of Learning Processes, consisting of four scales, i.e., Deep Processing, Elaborative Processing, Fact Retention, and Methodical Study, assesses dimensions of learning behavior and conceptual activity characteristic of college students. Deep Processing assesses the extent to which a student critically evaluates, conceptually organizes, and compares and contrasts information being studied. Elaborative Processing is a strategy of applying information to one's own life and personalizing it. Both scales are assumed to be measures of "depth" and "breadth" of processing that lay down more enduring memory traces. Studies have shown that students who score high on the Deep Processing scale are better at structuring information and have better reading comprehension and that students who score high on Elaborative Processing have greater mental imagery ability, tend to reorganize information in personal ways and thus are better at learning long lists, and are significantly better creative writers. The Deep Processing and Elaborative Processing scales together assess a dimension of "thoughtfulness." Many students may be able to improve their academic performance by learning to process information deeply and elaboratively. (PAS)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Inventory of Learning Processes
Note: Paper presented at the Annual Convention of the American Psychological Association (90th, Washington, DC, August 23-27, 1982).