An Investigation of Level I and Level Ii Cognitive Processes in the Learning and Recall of Factual and Inferential Information

S ummary . This study relates Jensen's dual‐process theory of cognitive functioning to the performance of 10–11 year‐old children on the learning of both factual and inferential information. Using Digit Span and Raven IQ scores, a total of 84 children was divided into four groups, scoring high and/or low on Level I (associative) and Level II (conceptual) abilities respectively. The performance of these groups was then compared on short‐term recall of factual and inferential listening comprehension items and on longer‐term recall of factual and inferential items in a test based on a prepared social studies lesson. It was hypothesised that conceptual ability would have the stronger relationship to performance on inferential items, but that associative ability would facilitate performance on factual items. Some evidence was found for the facilitative effect of high associative ability on recall of factual information in the social studies test but not in listening comprehension. Conceptual ability was by far the stronger determinant in the recall of both factual and inferential information. These results suggest that Jensen's dual‐process theory has not yet demonstrated its utility in the area of school learning

Active listening · Associative learning · Associative property · Cognition · Cognitive psychology · Comprehension · Developmental psychology · Linguistics · Memory span · Recall · Test (biology) · Working memory · Communication · Educational and Psychological Assessments · Educational Strategies and Epistemologies · Memory Processes and Influences · Psychology

• Measurement of Level I and Level II Mental Abilities as a Function of Test and Socioeconomic Status

  Open Access•Michael A R Townsend•Psychological Reports•1982

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