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ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK
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1976
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A FunctionInquiry-based LearningEducational PsychologyEducationLearning-by-doingDifferent TypesLanguage LearningTeaching MethodStudent LearningReading ComprehensionThe TaskCognitive ScienceLearning SciencesFirst‐year StudentsLearning MethodologyDetailed Factual QuestionsLearning TheoryThe LearnerLearning Outcome
Two groups of 20 first‑year students read three textbook sections, then received either deep‑understanding or factual questions after the first two sections, and finally both groups answered a common set of questions. The experiment confirmed qualitative learning differences and that students adapted their learning strategies to match their perceived task requirements. Summary.
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.