ERIC Number: ED189318
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
Validity of Learning Strategies/Skills Training. Final Report.
Dansereau, Donald F.; And Others
A research study was initiated to (1) identify and compare the effectiveness of alternative learning strategies upon learner performance, (2) incorporate effective strategies and interactive practice materials within a systematic training program, and (3) empirically validate the performance of strategies-trained and untrained students. To determine if the effectiveness of strategy training is influenced by the sequence of instruction, the participants in the learning-strategies class were randomly assigned to two groups. One group received primary strategy training during the first half of the semester and support training during the second half. The other group received the opposite instructional sequence. A control group was recruited from general psychology classes. Some of the strategies included were various mnemonic devices, imagery elaboration, paraphrasing, visual networking, goal-setting distraction desensitization, and formal peer interaction. Among the findings was that strategies-trained students achieved 17 percent to 40 percent more on technical-subject-matter achievement tests than did untrained students. Low-reading-aptitude students achieved more under imagery strategies than low-reading-aptitude controls under the paraphrasing of the untrained strategies condition. Visual-networking-strategies students scored 26 percent higher on delayed-retention achievement tests than controls in the untrained group. (LRA)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Air Force Human Resources Lab., Brooks AFB, TX.
Authoring Institution: Texas Christian Univ., Fort Worth. Inst. for the Study of Cognitive Systems.