(:oGNII‘IVE PsYcHoLo(:Y 2, 325-029 ( 197 1 )

Integrative Reconciliation in Meaningful Verbal Learning

MAHT~S R. WOKCG UGxrsity of Sorrth Florida

A test of Ausubel’s theoretical concept of integrative reconciliation was made using orienting directions embedded in two written essays which attempted to prompt or guide Ss to make relevant comparisons and con- trasts between the two essays. Immediate and ‘?-day retention was tested. Scores for questions keyed to each essay were analyzed both separately and as combined totals. Number correct and number of intrusion errors were analyzed. Results indicated no significant differences due to treatments on number correct but that number of intrusion errors seemed to decline with the provision of orienting directions that specifically pointed out compari- sons and contrasts to 5’s. Results are discussed in terms of evidence derived from studies on mathemagenic behaviors and orienting directions, and the theoretical possibility of teaching cognitive strategies of encoding and retrieval.

Recent studies (Jensen & Anderson, 1970; Crouse, 1970) have in- dicated that interference effects do operate in the retention of meaningful verbal materials. Ausubel (1963, 1968) has repeatedly contended that the deliberate manipulation of the relevant attributes of cognitive struc- ture during learning should be a fruitful way to combat the inhibiting processes of interference in memory.

One of the ways he has suggested to accomplish this is through adherence to the principle of integrative reconciliation-the structuring of materials in such a way that the learner is led to relate them to each other, exploring relationships, delineating significant similarities and differences, and reconciling apparent or real inconsistencies raised by them. One way of accomplishing this in the learning of written verbal materials is to include in the materials “orienting directions” (cf. Frase, 1969) in the form of prompts which lead the learner to make the relevant comparisons and contrasts for himself, or in the form of asides that didactically make the rclcvant comparisons and contrasts for the learner. Theoretically, if the learncar can be led to build relationships between ongoin, CT Icbarning t~xp~+ncrs so that th(b learning is structllred in

;I meaningful way, retrlition will be Facilitated. While this is intuitively apl~c4ing, thprc has been littlc controlled

empirical validation of Ausubel’s contention to indicate its value. One 325

classroom study (Ward & Davis, 1939) appeared to find greater than usual long-term retention when using a textbook which emphasized in- tegrative reconciliation. Unfortunately, no control group was used in the study, and potentially confounding variables were not controlled for. Wong (1970) reported data which appeared to show a consistent trend, but did not reveal statistically significant differences. However, neither was statistically significant interference indicated. Two possible causes for the lack of significant results were discussed: (1) the relative in- sensitivity of the multiple-choice format of the retention test used (cf. Postman, 1952); and (2) f ai ure to get a measure of “total learning,” ‘1 i.e., the possible facilitating effects on learning of both passages read in the typical retroactive inhibition design.

In the present study, an attempt was made to systematically apply the principles of integrative reconciliation in the learning of verbal materials and to measure total learning with a recall-type test. Two essays, expressing two points of view were constructed. These were almost identical in structural design and, as they discussed the same sub- ject matter, were readily capable of comparison and contrast by learners, as well as being potentially creative of interference.

Three versions of one of the essays were constructed: ( 1) basic core essay; (2) basic core essay into which were inserted occasional verbal prompts to Ss to make relevant comparisons and contrasts between the two essays; (3) basic core essay into which were inserted occasional small paragraphs making relevant comparisons and contrasts between the two essays for the learner.

PROCEDURE

Eighty-four students in a junior level course in Educational Psychology took part. All Ss read the first common essay. Ss were then randomly assigned to one of three groups, each reading one of the three essays indicated above.

All Ss took an immediately administered short-answer recall test on the material. Questions were used that were specifically relevant to either the first or the second essay in an attempt to get at possible retro- active or proactive inhibiting or facilitating effects. Ss took the same test 1 week later.

RESULTS

Answers to all tests were scored by a graduate assistant who had no knowledge of group assigmnents. Roth number of correct responses and number of intrusion errors (i.e., answers to questions keyed to one essay that were judged to be ascribable to the other essay) were computed for

1NTEHGRATIVE RECONClLIATION IN VERBAL LEARNING 327

analysis, In order to get estimates of judge reliability, a second assistant scored 40 randomly selected protocols independently. The resulting interjudge reliability coefficient (Pearson product moment correlation) for number correct was .97 and for intrusion errors was .89.

Resulting data were analyzed in a 3 X 2 X e-type six (Lindquist, 1956) design involving three versions of the interpolated material men- tioned above and two within subject measures; immediate versus delayed (7-day) test scores; and scores on questions arising from the first versus the second essay.

Analysis of variance of number correct revealed no significant treat- ment group differences and no significant interactions involving treat- ments. Effects of retention interval and effects of differences between scores on questions keyed to essay one as compared to those keyed to essay two were significant beyond p < .Ol.’ Group N’s, means, and standard deviations are presented in Table 1.

A second analysis of variance performed on intrusion errors indicated significant (p < .Ol) group differences. Group means on intrusion errors ranged from a high of only .795 for Group 1, to a low of .402 for Group 3. Mean for Group 2 was .688.

,Means aud Standard I>eviations for Number Correct on Immediate and Delayed Iietent,ion Tests

Similar Cl

Prompting C and C c“ c3 x

Al (Immediate) Bl (Retro.)a x 6.32 6.07 6.68 6.36

s 2.14 2.20 2.34 11 28 28 2x -

B2 (Pro.)* x 6.25 6.04 6.00 6.10 s 2.06 2.92 2.61 n 28 28 2x

A2 (I )elayed 7-d:tys) BI (ICetro.) x 5 54 5 .>. .,L 5.86 5.57

s 1.82 1.89 2.10

n 28 2x 2 8 I34(Pro.) x 4.43 4.32 4.93 4.56

s 1 w 2.42 2.52 n 28 2x 2x

x 5 63 5.44 5.87

‘I Retw. itldiantes test scores OII qllestiotls keyed f,o first essay. ‘* Pro. itldicales teri, scores OII qliestions keyed 10 sec*ond cssa,v.

‘All statistical tables are available on request.

328 AlAnTIN I{. WON<:

DISCUSSIOIV

It remains intuitively appealing that prompting and/or guiding learn- ers to “cognitively manipulate” verbal materials during learning will facilitate retention. Indeed, it is apparent that requiring Ss to interact with materials through the use of “test-like events” (cf. Rothkopf, 1968, 1470) built into the materials is one way of accomplishing this task. However, the present study found no evidence to indicate that merely suggesting to Ss that they cognitively manipulate the materials produced effects beyond the slight but statistically significant differences found among groups on intrusion errors. These differences seemed to indicate that with each manipulation of the core essay intrusion errors declined.

The improvement in performance is in the right direction to represent an alleviation of interference between the two essays. The hypothesis that these differences are the result of enhanced discriminability between the two essays caused by the inserted orienting directions seems a plausible one, especially in the case of Group 3 where relevant com- parisons and contrasts were specifically pointed out to Ss.

It may be that the difference in the results reported herein and those obtained by Rothkopf is a result of the behavior required by the Ss in the Rothkopf studies but merely suggested in the present study. The set brought to the task by learners may also affect performance (Wittrock, 1963; Romberg & Wilson, 1970). In the present case, no motivating con- sequences were used other than the general classroom set to learn. In the Rothkopf studies, Ss were paid to take part.

It is possible that the skills involved in cognitive manipulation (somc- times called cognitive strategies, cf. Gag&, 1970) are such that they are not automatically present in the average college junior but may be learnable with appropriate practice. Evidence from studies by Rothkopf seem to confirm that mathemagenic behaviors improve with repeated practice. The question that perhaps should guide any further research is whether and how the appropriate memory-facilitating cognitive strategies or mathcmngcnic behaviors (Rothkopf, 1968, 1970) can bc taught.

REFERENCES

AUSUBEL, D. I?. The phychology of meaningful rjerbal learnillfi. New York: Grune & Stratton, 1963.

AIJSUBEL, D. P. Educational psychology, a cognitiue oieto. New York: Halt, Rinehart and Winston, 1968.

CHOUSE, J. H. Transfer and retroaction in prose learniu~. Journal of Educaliotral Psychology, 1970, 61, 226-228.

FRASE, L. T. Structural analysis of the knowledge that results from thinking about text. Journal of Educational Psychology, 1969, 60, part 2, 1-16 (whole).

JN1‘EI1(:IIAI’IVE IUXX)NCILIA’l’lON IN \‘EH+SAL LliAIINlN(: 329

POSTMAN, L. Retroactive inhibition in recall and recognition. ]ourn~~~ of Experimental Psychology, 1952, 44, 165-169.

ROMRERG, T. A., & WILSOS, J. W. The effect of an advanced organizer, cognitive set, and summarization on the learning and retention of written materials. Paper presented at the annual meeting of the American Educational Research Associa- tion, Minneapolis, Minnesota, March 2-6, 1970.

ROTHKOPF, E. Z. Two scientific approaches to the management of instruction. In R. M. Cagn& (ed.), Leurning Reseurch and School Subjects. Itasca, Illinois: Peacock Publishers, 1968.

ROTHKOPF, E. Z. The concept of mathemagenic activities, Review of Educational Research, 1970, 40, 325-336.

WARD, A. H., & DAVIS, R. A. Acquisition and retention of factual information in seventh-grade science during a semester of eighteen weeks, Journal of Educational Psychology, 1939, 30, 116-125.

WITTROCK, M. C. Effect of certain sets upon complex verbal learning, ]ournaZ of Educational Psychology, 1963, 54, 85-88.

WONG, M. R. Retroactive inhibition in meaningful verbal learning. Journal of Educa- tional Psychology, 1970, ‘61, 5.

( Acceptecl January 21, 1971)