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An Application of Information Theory to the Problem of the Relationship Between Meaningfulness of Material and Performance in a Learning Situation

Author(s):
Rogers, Miles S.
Publication Year:
1952
Report Number:
RB-52-04
Source:
ETS Research Bulletin
Document Type:
Report
Page Count:
110
Subject/Key Words:
Office of Naval Research, Princeton University, Epistemology, Experience, Learning Theories, Paired Associate Learning

Abstract

The purpose of this study was to develop a quantitative approach to the relationship between meaningfulness of material and performance in a learning situation. The method suggested was: a. to derive a quantitative relationship between performance in a learning situation and those informational characteristics of the situation which depend upon the material used, and b. to demonstrate that the differences and similarities in performance in three particular learning situations are better described by this relationship than by an analysis of the situations in terms of Gestalt theory or a transfer theory of meaning. To accomplish the first part of this goal, an information theory of learning was outlined. It was assumed in general that learning consists of the reduction of uncertainty with repetition of the material to be learned. In order to accomplish the second part of this goal, three learning tasks were constructed and taught to 30 high school students. It was concluded that since the results support the analysis of the three situations based on an information theory of learning, this theory constitutes a quantitative approach to the relationship between meaningfulness of material and performance in a learning situation which better describes this relationship for the situations studied here than does an analysis based on Gestalt theory or on a transfer theory of meaning.

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