Variation in contrasting forms of 'memorising' and associated observables

British Journal of Educational Psychology

Volumn 70, Issue 2, 2000, Pages 163-176

  Meyer, J H F ^a  

^a DURHAM UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039330870     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709900158029     Document Type: Article

References (24)

1. Biggs, J. (1987). Study Process Questionnaire manual. Melbourne: Australian Council for Educational Research.
2. Craik, F.I.M., & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
3. Dahlin, B., & Regmi, M.P. (1995, August). Conceptions of learning among Nepali students. Paper presented at the 6th European Conference for Research on Learning and Instruction, Nijmegen, The Netherlands.
4. Dahlin, B., & Watkins, D. (1997, August). The role of repetition in the process of memorising and understanding: A comparison of the views of Western and Chinese school students in Hong Kong. Paper presented at the 7th European Conference for Research on Learning and Instruction, Athens, Greece.
5. Entwistle, N., & Ramsden, P. (1983). Understanding student learning London: Croom Helm.
6. Entwistle, N., Tait, H., & McCune, V. (1996). ASSIST: Approaches and Study Skills Inventory for Students. Centre for Research on Learning and Instruction, University of Edinburgh.
7. Eysenck, M.W. (1984). A handbook of cognitive psychology London: Lawrence Erlbaum Associates.
8. Marton, F., Dall'Alba G., & Tse, L. K. (1993). The paradox of the Chinese learner. Occasional paper 93.1. Educational Research and Development Unit, Royal Melbourne Institute of Technology.
9. Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I - Outcome and process. British Journal of Educational Psychology, 46, 4-11.
10. Meyer, J.H.F. (1991). Study orchestration: The manifestation, interpretation and consequences of contextualised approaches to studying. Higher Education, 22, 297-316.
11. Meyer, J.H.F. (1995). Gender-group differences in the learning behaviour of entering first-year university students. Higher Education, 29, 201-215.
12. Meyer, J.H.F. (1997). Conceptions of learning: interviews with Black South African engineering students in their mother tongue. Research and Development in Higher Education, 20, 481-487.
13. Meyer, J.H.F. (1999a, August). Embryonic 'memorising' models of student learning. Paper presented at the 8th European Conference for Research on Learning and Instruction, Göteborg, Sweden.
14. Meyer, J.H.F. (1999b). Variation and concepts of quality in student learning. Quality in Higher Education, 5, 167-180.
15. Meyer, J.H.F., & Boulton-Lewis, G.M. (1997a, August). The association between university students' perceived influences on their learning and their knowledge, experience, and conceptions, of learning. Paper presented at the 7th European Conference for Research on Learning and Instruction, Athens, Greece.
16. Meyer, J.H.F., & Boulton-Lewis, G.M. (1997b). Variation in students' conceptions of learning: An exploration of cultural and discipline effects. Research and Development in Higher Education, 20, 488-494. Proceedings of the 1997 Higher Education Research and Development Society of Australasia Conference.
17. Meyer, J.H.F., & Boulton-Lewis, G. M. (1999). On the operationalisation of conceptions of learning in higher education and their association with students' knowledge and experiences of their learning. Higher Education Research and Development, 18, 289-302.
18. Meyer, J.H.F., Dunne, T.T., & Richardson, J.T.E. (1994). A gender comparison of contextualised study behaviour in higher education. Higher Education, 27, 469-485.
19. Meyer, J.H.F., & Watson, R.M. (1991). Evaluating the quality of student learning. II - Study orchestration and the curriculum. Studies in Higher Education, 16, 251-275.
20. Schmeck, R.R., & Geisler-Brenstein, E. (1995). The Revised Inventory of Learning Processes manual. Carbondale, IL: Individuation Technologies.
21. Severiens, S. (1997). Gender and learning. Learning styles, ways of knowing, and patterns of reasoning. Unpublished doctoral thesis, University of Amsterdam.
22. The Shorter Oxford English Dictionary (1973). Oxford: Oxford University Press.
23. Van Rossum, E.J., & Schenk, S. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54, 73-83.
24. Vermunt, J. (1994). Inventory of Learning Styles in Higher Education. ICLON-Graduate School of Education, Leiden University, The Netherlands.