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Ackerman, Phillip Lawrence 2014-12-15T19:45:46Z 2014-12-15T19:45:46Z 10000-01-01 1984 1984 A theory for predicting the relationships between cognitive/intellectual abilities and learning task performance is proposed and evaluated. This macro-theory integrates modern hierarchical theories of intellectual abilities (Horn & Cattell, 1966; Guilford, 1967; Humphreys, 1979) with information processing theories of automatic and controlled processing (Schneider & Shiffrin, 1977) and performance-ability functions (Norman & Bobrow, 1975). An empirical evaluation of the theory is provided from an experiment with 63 high school and college students. Subjects practiced on verbal and spatial memory tasks with consistent and varied information processing manipulations. Derived correlations between ability factors and task performance measures indicate support for the theory and promise for linking the concepts of abilities and attentional resources. Made available in DSpace on 2014-12-15T19:45:46Z (GMT). No. of bitstreams: 1 8409738.pdf: 5851721 bytes, checksum: a09ed8bf45f552d3cb76852e2403c0fd (MD5) Previous issue date: 1984 Embargo set by: Seth Robbins for item 69793 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 193 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984. http://hdl.handle.net/2142/69627 (UMI)AAI8409738 Psychology, Experimental A Theoretical and Empirical Investigation of Individual Differences in Learning: A Synthesis of Cognitive Ability and Information Processing Perspectives text Psychology Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.