Abstract
Learning efficiency was studied as a function of instructed learning strategies and individual differences in anxiety and achievement motivation. Within a self-paced whole-list design, college subjects learned to mastery a paired-associate list under one of three experimental conditions: rote repetition, mediation, and an uninstructed control. Although mediation proved superior to rote repetition, both techniques were inferior to the control. Anxiety was positively correlated with performance under rote repetition. No relationships emerged for achievement motivation. The evidence suggests that the learning styles of college students may be too sophisticated to be improved by any one learning technique and that the interrelationships of personality variables and individual learning styles may be difficult to extract.
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Timpson, W. M., & Davidson, R. E. Mediation and study strategies under self-paced study conditions in pairedassociate learning. Unpublished manuscript, University of Wisconsin, 1973.
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Timpson, W.M., Davidson, R.E. & Farley, F.H. Individual differences and associational strategies within whole-list, mastery paired-associate learning. Bull. Psychon. Soc. 11, 397–398 (1978). https://doi.org/10.3758/BF03336865
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DOI: https://doi.org/10.3758/BF03336865