ERIC Number: ED344912
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Use of Meaningfulness in Retention Related to Attributions and Divergent Thinking.
Chandler, Theodore A.; Pengilly, Joy
The following hypotheses are being tested in a study of retention by college students of material low in meaningfulness: (1) divergent thinkers will recall more items from a nonsense syllable list and a non-related word list than will non-divergent thinkers because divergent thinkers spontaneously verbally mediate; (2) participants who retain more will be higher in internality and/or a sense of control over the outcomes of academic performance; (3) most participants will not spontaneously verbally mediate; and (4) a mnemonic device will be students' strategy of choice. Participants were 44 male and 60 female undergraduates who completed memory tasks and answered questions about their memory strategies. Subjects were randomly assigned to 1 of 3 lists/treatments (nonsense syllables, unrelated words, and related words), all of which contained 14 items of 3 letters each. Measures of divergent thinking and attributional assignment were also administered, as was a test of mental ability. In neither a median split nor a high/low third split were there significant differences in retention scores between those high and low in internality, stability, or a combined divergent production score. Analyses of components of divergent production and student strategies were not completed, but will be made. Implications for enhancing retention of these early findings are discussed. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Internality Externality; Meaningfulness; Nonsense Syllables
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).