{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69627"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69627","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A Theoretical and Empirical Investigation of Individual Differences in Learning: A Synthesis of Cognitive Ability and Information Processing Perspectives","abstract":"A theory for predicting the relationships between cognitive/intellectual abilities and learning task performance is proposed and evaluated. This macro-theory integrates modern hierarchical theories of intellectual abilities (Horn & Cattell, 1966; Guilford, 1967; Humphreys, 1979) with information processing theories of automatic and controlled processing (Schneider & Shiffrin, 1977) and performance-ability functions (Norman & Bobrow, 1975). An empirical evaluation of the theory is provided from an experiment with 63 high school and college students. Subjects practiced on verbal and spatial memory tasks with consistent and varied information processing manipulations. Derived correlations between ability factors and task performance measures indicate support for the theory and promise for linking the concepts of abilities and attentional resources.","abstract_html":"A theory for predicting the relationships between cognitive/intellectual abilities and learning task performance is proposed and evaluated. This macro-theory integrates modern hierarchical theories of intellectual abilities (Horn & Cattell, 1966; Guilford, 1967; Humphreys, 1979) with information processing theories of automatic and controlled processing (Schneider & Shiffrin, 1977) and performance-ability functions (Norman & Bobrow, 1975). An empirical evaluation of the theory is provided from an experiment with 63 high school and college students. Subjects practiced on verbal and spatial memory tasks with consistent and varied information processing manipulations. 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This macro-theory integrates modern hierarchical theories of intellectual abilities (Horn & Cattell, 1966; Guilford, 1967; Humphreys, 1979) with information processing theories of automatic and controlled processing (Schneider & Shiffrin, 1977) and performance-ability functions (Norman & Bobrow, 1975). An empirical evaluation of the theory is provided from an experiment with 63 high school and college students. Subjects practiced on verbal and spatial memory tasks with consistent and varied information processing manipulations. Derived correlations between ability factors and task performance measures indicate support for the theory and promise for linking the concepts of abilities and attentional resources.","Made available in DSpace on 2014-12-15T19:45:46Z (GMT). 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This macro-theory integrates modern hierarchical theories of intellectual abilities (Horn & Cattell, 1966; Guilford, 1967; Humphreys, 1979) with information processing theories of automatic and controlled processing (Schneider & Shiffrin, 1977) and performance-ability functions (Norman & Bobrow, 1975). An empirical evaluation of the theory is provided from an experiment with 63 high school and college students. Subjects practiced on verbal and spatial memory tasks with consistent and varied information processing manipulations. Derived correlations between ability factors and task performance measures indicate support for the theory and promise for linking the concepts of abilities and attentional resources.","Made available in DSpace on 2014-12-15T19:45:46Z (GMT). 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