Memory span, IQ, and memory aids effects on learning of logico-conceptual rules |
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| Authors: | Seong-Soo Lee |
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| Abstract: | A set of forward and backward digit, letter, and color-form span and IQ scores were obtained from 144 10th-grade students. Subsequently, each student learned a bi- or triconditional rule with zero, three, or six memory aids. Forward-letter, forward-digit, backward-letter-digit, and color-form span memory factors emerged from the factor analysis of the span scores. Only the color-form (coding) span memory factor and IQ substantially predicted rule-learning proficiency. The predictive power was traced to the similar combinatory coding process shared by both (a) rule-learning and (b) color-form span tests and also to certain information-free operations shared by both (a) and intelligence tests. The observed facilitative effect of memory aids was interpreted as resulting from their availability as a dependable base for rehearsing coded information while inducing a conceptual rule. The external memory aids appeared to be more effectively utilized by students with long rather than short color-form spans. |
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