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AN INVESTIGATION OF LEVEL I AND LEVEL II COGNITIVE PROCESSES IN THE LEARNING AND RECALL OF FACTUAL AND INFERENTIAL INFORMATION
Author(s) -
TOWNSEND M. A. R.,
KEELING B.
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.tb02327.x
Subject(s) - psychology , recall , comprehension , cognition , cognitive psychology , memory span , test (biology) , active listening , associative learning , associative property , developmental psychology , working memory , communication , linguistics , paleontology , philosophy , mathematics , neuroscience , biology , pure mathematics
S ummary . This study relates Jensen's dual‐process theory of cognitive functioning to the performance of 10–11 year‐old children on the learning of both factual and inferential information. Using Digit Span and Raven IQ scores, a total of 84 children was divided into four groups, scoring high and/or low on Level I (associative) and Level II (conceptual) abilities respectively. The performance of these groups was then compared on short‐term recall of factual and inferential listening comprehension items and on longer‐term recall of factual and inferential items in a test based on a prepared social studies lesson. It was hypothesised that conceptual ability would have the stronger relationship to performance on inferential items, but that associative ability would facilitate performance on factual items. Some evidence was found for the facilitative effect of high associative ability on recall of factual information in the social studies test but not in listening comprehension. Conceptual ability was by far the stronger determinant in the recall of both factual and inferential information. These results suggest that Jensen's dual‐process theory has not yet demonstrated its utility in the area of school learning.