Matching/mismatching revisited: an empirical study of learning and teaching styles

This paper presents results of a research project that explored the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field-dependence/-independence) in a computer-based learning environment. 73 postgraduate students were asked to create Web pages using HTML, using instructional materials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of conceptual knowledge were found for students learning in matched and mismatched conditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but was linked to an interaction between gender and instructional presentation style. The findings provide support for the notion that matching and mismatching can have significant effects on learning outcomes. The paper concludes with suggestions for further research.     

The role of amount consumed in flavor preexposure effects and neophobia

Rats received either a small or a large amount of a novel saccharin solution prior to a conditioning episode in which the saccharin flavor was paired with lithium-induced toxicosis. When the time between the preexposure and the conditioning episode was 3.5 h, both the small and large amounts of saccharin decremented conditioning. However, when the time between the preexposure and the conditioning episode was 23.6 h, only the consumption of a large amount of saccharin decremented conditioning. In a second experiment, rats received either a short or a long exposure to the novel saccharin solution and were then given a choice test between the saccharin and water. Rats given the choice test immediately following their preexposure to saccharin avoided consuming it. If they received the choice test 4 h later, they consumed more of the saccharin irrespective of the length of the preexposure. In contrast, when they were given a choice test 24 h after the preexposure, only rats that had received a long preexposure displayed a significant preference for the saccharin. The present results demonstrate that the flavor preexposure effect and the attenuation of neophobia are both determined by the time between preexposure to the novel flavor and the conditioning episode or choice test and the amount of preexposure to the novel flavor. These findings are discussed in relation to the information-processing model developed by Wagner (1976, 1978) and are used to provide an account, in terms of this model, of the delay-gradient seen in flavor-aversion learning.     

Approaches to Studying and Academic Performance in a Traditional Psychology Course

Richardson's short‐version of the Approaches to Studying Inventory (ASI) was administered to psychology students at the commencement of the semester of study. This inventory seeks to indicate the degree to which students employ a reproducing (i.e., surface,) or meaning (i.e., deep,) approach to learning. Scores for meaning orientation did not predict academic performance in any way, while there was a very small negative relationship between reproducing orientation and academic achievement. The internal reliability of subscales within meaning and reproducing orientation were not satisfactory.