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ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK
Author(s) -
MARTON F.,
SÄALJÖ R.
Publication year - 1976
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1976.tb02304.x
Subject(s) - psychology , set (abstract data type) , task (project management) , reading (process) , meaning (existential) , function (biology) , mathematics education , developmental psychology , pedagogy , linguistics , psychotherapist , philosophy , computer science , management , evolutionary biology , economics , biology , programming language
S ummary . Two groups of 20 first‐year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them.