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William D. Rohwer

Bio: William D. Rohwer is an academic researcher from University of California, Berkeley. The author has contributed to research in topics: Verbal learning & Noun. The author has an hindex of 25, co-authored 58 publications receiving 2685 citations.


Papers
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Book ChapterDOI
TL;DR: A final feature of the elaboration hypothesis may be the most important: it emphasizes the research task of isolating external conditions necessary to activate a single underlying process rather than raising the issue of the modality of underlying processes.
Abstract: Publisher Summary This chapter highlights both strengths and weaknesses of the elaboration hypothesis that accounts for behavior in learning and memory tasks. The device of classifying experimental manipulations in terms of the explicitness of elaborative prompts is useful for organizing and comparing the results of a number of investigations that are otherwise very heterogeneous. The classification scheme has also been helpful in dramatizing (a) the shift in the efficacy of explicit prompts during the childhood period; (b) the marked increase in the effectiveness of minimal prompts across the period of adolescence; and (c) the wide generality of the pattern of prompt effects during childhood in contrast to the population-specific character of the pattern during adolescence. Much additional verification, however, is needed for the assertion that the early childhood shift relates to the development of conceptual capacity, while the adolescent shift pertains to the development of an enduring propensity. A final feature of the elaboration hypothesis may be the most important: it emphasizes the research task of isolating external conditions necessary to activate a single underlying process rather than raising the issue of the modality of underlying processes.

210 citations

Journal ArticleDOI
TL;DR: In this paper, an autonomous learning model of studying is presented, and four principles hypothesized as determinants of the effectiveness of studying are proposed: specificity, generativity, executive monitoring, and personal efficacy.
Abstract: The phenomena of studying in academic domains are characterized and analyzed with special reference to the role of learning strategies. Characteristics peculiar to studying for academic purposes are described, and an autonomous learning model of studying is presented. Derived from selected theory and research, the major components of the model are study outcomes, study activities, course characteristics (including the nature of criterion performance), and student characteristics. In accord with the model, four principles hypothesized as determinants of the effectiveness of studying are proposed: specificity, generativity, executive monitoring, and personal efficacy. The kinds of additional evidence needed to verify the principles are specified.

160 citations

Journal ArticleDOI
TL;DR: This article found that PA and serial learning interact diferently with age and with mediation instructions, and that PA learning ability was positively correlated with age when Ss were given no mediation instructions.
Abstract: Groups of 20 Ss at each of seven age levels from 5 to 17 years of age, matched on IQ and socioeconomic background, were compared on serial and paired-associate (PA) learning. Half the Ss learned under instructions to use syntactical verbal mediators, and half had no mediation instructions. The results showed that PA and serial learning interact diferently with age and with mediation instructions. Speed of serial learning was little affected by mediation and beyond the age of eight was scarcely correlated with age under either condition of instructions. PA learning, on the other hand, was markedly facilitated by mediation instructions, particularly in the age range from 7 to 13, and PA learning ability was strikingly correlated with age when Ss were given no mediation instructions.

94 citations

Journal ArticleDOI
TL;DR: In this paper, it was suggested that mediated associative processes play a more prominent role in PA learning than in serial learning, while the tendency spontaneously to use verbal mediators seemed to be minimal.

82 citations


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Book
01 Jan 1973

9,000 citations

Journal ArticleDOI
TL;DR: Tested the 2-process theory of detection, search, and attention presented by the current authors (1977) in a series of experiments and demonstrated the qualitative difference between 2 modes of information processing: automatic detection and controlled search.
Abstract: Tested the 2-process theory of detection, search, and attention presented by the current authors (1977) in a series of experiments. The studies (a) demonstrate the qualitative difference between 2 modes of information processing: automatic detection and controlled search; (b) trace the course of the

7,032 citations

Journal ArticleDOI
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Abstract: This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

6,483 citations

Journal ArticleDOI
TL;DR: It is concluded that recent theories placing the explanatory weight on parallel processing of the irrelevant and the relevant dimensions are likely to be more sucessful than are earlier theories attempting to locate a single bottleneck in attention.
Abstract: The literature on interference in the Stroop Color-Word Task, covering over 50 years and some 400 studies, is organized and reviewed. In so doing, a set of 18 reliable empirical finding is isolated that must be captured by any successful theory of the Stroop effect. Existing theoretical positions are summarized and evaluated in view of this critical evidence and the 2 major candidate theories ―relative speed of processing and automaticity of reading― are found to be wanting. It is concluded that recent theories placing the explanatory weight on parallel processing of the irrelevant and the relevant dimensions are likely to be more sucessful than are earlier theories attempting to locate a single bottleneck in attention

5,172 citations

Journal ArticleDOI
TL;DR: This paper found that students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort.
Abstract: We studied how specific motivational processes are related to the salience of mastery and performance goals in actual classroom settings. One hundred seventy-six students attending a junior high/high school for academically advanced students were randomly selected from one of their classes and responded to a questionnaire on their perceptions of the classroom goal orientation, use of effective learning strategies, task choices, attitudes, and causal attributions. Students who perceived an emphasis on mastery goals in the classroom reported using more effective strategies, preferred challenging tasks, had a more positive attitude toward the class, and had a stronger belief that success follows from one's effort. Students who perceived performance goals as salient tended to focus on their ability, evaluating their ability negatively and attributing failure to lack of ability. The pattern and strength of the findings suggest that the classroom goal orientation may facilitate the maintenance of adaptive motivation patterns when mastery goals are salient and are adopted by students. Recent research on achievement motivation has focused on identifying different types of goal orientations among students, the motivational processes that are associated with these different goals, and the conditions that elicit them. These goal orientations have been contrasted as task involved versus ego involved (Maehr, 1983; Maehr & Nicholls, 1980; Nicholls, 1979, 1984; see also deCharms, 1968, 1976), as learning oriented versus performance oriented (Dweck, 1986, 1988; Dweck & Elliott, 1984), and as mastery focused versus ability focused (Ames, 1984a; Ames & Ames, 1984). Because the conceptual relations among task, learning, and mastery goals and among ego, performance, and ability goals are convergent, these perspectives have been integrated and are hereafter identified as mastery and performance goals, respectively (cf.

3,653 citations