NotesFAQContact Us
Search Tips
ERIC Number: ED312301
Record Type: Non-Journal
Publication Date: 1989-Oct
Pages: 7
Abstractor: N/A
Reference Count: N/A
Use of Meaningfulness as a Function of Attributions and Divergent Thinking.
Chandler, Theodore A.; Shoup, Julie
The strategies college students use to retain material that is low in meaningfulness were studied. Participants were 149 undergraduate teacher-training students in human development and learning classes. Students randomly received and were asked to memorize one of three 15-item lists: nonsense syllables, unrelated words, or related words. A brief questionnaire evaluated the students' attributional assignment for success and failure and their fluency, flexibility, and originality. Three sets of multiple regressions run on nonsense and unrelated word lists tested the idea that students' attributional preferences would vary with measures of divergent thinking and that both would predict word retention. For nonsense syllables, success and failure attributions significantly predicted fluency and flexibility but not originality. For unrelated words, fluency and originality scores were significantly predicted by attributions. Flexibility was positively correlated with, and significantly predicted, word retention. Success at retaining nonsense words was related more to chance and ease of task attributions, while ability, knowledge, and effort attributions were chosen for unrelated words. Results suggest that encouraging students to bring personal meaning to low-meaning tasks can increase retention. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A