A Theoretical and Empirical Investigation of Individual Differences in Learning: A Synthesis of Cognitive Ability and Information Processing Perspectives

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Ackerman, Phillip Lawrence

• Psychology, Experimental

Identifier

(UMI)AAI8409738

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/69627