| Abstract: | An information-processing model was fitted to individual learning curves for 378 5th–10th graders. Two types of learning materials were examined: paired associates and word definitions. Two parameters of the model displayed reliable individual differences: acquisition rate and long-term retention. Some individual differences also were found in how well students learned definitions under experimenter-paced drill vs student-controlled independent study. Learning scores based on the definitions material had moderately high correlations with traditional aptitude and achievement scores; correlations were lower for paired associates. No significant sex or Spanish-surname vs White group differences were found for the learning scores. Possible classroom applications of the learning scores and parameters are discussed. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
