Deciding for or Against Participation in Higher Education: The Views of Young People from Lower Social Class Backgrounds

The main concern of this paper is the decision making of young people from lower social class backgrounds about whether or not to participate in higher education. In the light of recent reforms of student funding and renewed efforts to widen participation in British higher education, an examination is made of the factors influencing the choices made by young people close to the time of making application for entry. Drawing on the findings of a research study undertaken in 2000 and conducted with recent and prospective undergraduate entrants, a contemporary perspective is offered on the issues facing different groups of young people from disadvantaged backgrounds. By way of conclusion, consideration is given to the need for improved information sources to guide young people in their decisions.     

The role of memory aids in two instructional paradigms: Learning and utilization of logical rules

One hundred and thirty-two 10th graders performed either a conjunetive or biconditional rule task in one of six conditions defined by a 2 (tasks: attribute-identification versus rule-learning) by 3 (memory aids: 0 versus 3 versus 6) factorial design. Learners' attribute-identification was facilitated when six memory aids were made available, especially given the biconditional rule, but not when three aids were available. This effect was attributed to the facilitative role of six memory aids in the process of eliminating irrelevant dimensions. The acquisition of the biconditional rule was a linear function of the number of memory aids; but that of the conjunctive rule was not differentially affected by the memory aids. This interaction was attributed to the facilitative role of memory aids in the formation of a relatively complex one, not in the identification of a familiar, easy one.