Approaches to Learning or Levels of Processing: What Did Marton and Säljö (1976a) Really Say? The Legacy of the Work of the Göteborg Group in the 1970s

Richardson, John T. E.

doi:10.1007/s10780-015-9251-9

Cited by 39 publications

(42 citation statements)

References 95 publications

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“…Moreover, another reason why this framework was mostly used is that there is a rich tradition in experimental research on deep and surface levels of processing (Gallo, Meadow, Johnson, & Foster, ; Sporer, ; Weinstein, Bugg, & Roediger, ). This line of experimental research provided clear and convergent outcomes, namely that deep levels of processing lead to better recall performance than surface levels of processing (Richardson, ). These robust findings at the behavioral level serve as a good start to set up neuroscientific research, because clear hypotheses can be tested (Mayer, ).…”

Section: Resultsmentioning

confidence: 96%

“…Students vary in their use of levels of processing when studying in higher education (Gijbels, Donche, Richardson, & Vermunt, ; Lonka, Olkinuora, & Mäkinen, ; Vermunt & Donche, ). A main distinction has been made between deep and surface levels of processing since the 1970s (Craik & Lockhart, ; Gijbels et al, ; Richardson, ). Within the literature on students' levels of processing, there are multiple frameworks and models that describe the distinction between deep and surface processing (Fryer, ; Vermunt & Donche, ; Zusho, ).…”

Section: Conceptualization Of Levels Of Processingmentioning

confidence: 99%

“…Based on the experimental work of Marton and Säljö (), other frameworks were developed that elaborated on the main distinction between deep and surface processing such as the Approaches to Learning (Biggs, ) and the Learning Patterns Framework (Vermunt & Vermetten, ). For a detailed description of these frameworks, we refer the reader to the work of Richardson (). In the field of expertise, the Model of Domain Learning also makes a distinction between deep and surface processing and here the level of processing is changing when moving from novice to expert (Alexander, ).…”

Section: Conceptualization Of Levels Of Processingmentioning

confidence: 99%

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A Systematic Review on the Conceptualization and Operationalization of Students' Levels of Processing in Functional Magnetic Resonance Imaging Studies

Catrysse¹,

Gijbels²,

Donche³

2019

Mind Brain and Education

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In educational research, there is a growing interest in functional magnetic resonance imaging (fMRI) to examine students' levels of processing. As there is a growing interest in the use of fMRI, a systematic review was conducted to examine how deep and surface levels of processing are operationalized within the neuroscientific field. In addition, we investigated how this operationalization impacts on the conceptualization of levels of processing within fMRI research. A systematic search was conducted within the MEDLINE, PubMed, ERIC, and Web of Science databases, and 25 studies were identified for this review. With regard to the operationalization, the review indicates that levels of processing were examined under highly controlled conditions with decontextualized and simplified language stimuli. Analysis of these studies revealed that there is a lack of conceptual clarity as, in half of the cases, no theoretical framework was explicitly mentioned, and no clear definition was given regarding levels of processing.

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Section: Resultsmentioning

confidence: 96%

Section: Conceptualization Of Levels Of Processingmentioning

confidence: 99%

Section: Conceptualization Of Levels Of Processingmentioning

confidence: 99%

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A Systematic Review on the Conceptualization and Operationalization of Students' Levels of Processing in Functional Magnetic Resonance Imaging Studies

Catrysse¹,

Gijbels²,

Donche³

2019

Mind Brain and Education

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“…Years later, a more quantitative stream introduced the use of questionnaires to monitor students' approaches to learning (e.g., Biggs, 1979;Entwistle et al, 1979) and teachers' approaches to teaching (e.g., Trigwell & Prosser, 1996). Although there is a widespread misunderstanding of Marton andSäljö's initial findings (1976a, 1976b) and even a convenient but inaccurate reuse of phenomenographic methodology (see Richardson, 2015), SAL is a sound theoretical background that, among other possibilities, would allow monitoring if teachers show a predominant Information Transmission/Teacher-Focused approach (ITTF) or, on the contrary, a Conceptual Change/Student-Focused approach (CCSF) (see Monroy et al, 2015), which would be in line with the premises set by the EHEA.…”

Section: Introductionmentioning

confidence: 99%

Impact of a teacher development programme on approaches to teaching in higher education

González-Geraldo

Hernández

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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The Bologna process involved a strategic change that included in its policy agenda a move towards a student-centred scenario. In addition, a reasonable association may be assumed to exist between teaching development programmes and student learning outcomes. This research study focused on the impact that a brief yet intense formal and non-qualifying teaching programme, delivered as a seminar and supported by the University of Castilla-La Mancha (UCLM) in Spain, had on teachers' approaches to teaching measured by the most recent Spanish adaptation of the Approaches to Teaching Inventory (S-ATI-20). Results showed that there was a positive and statistically significant impact of the training programme on approaches to teaching measured by the information transmission/teacher-focused scale (ITTF).Poor attendance rate to this non-compulsory programme, course duration, participant profile, psychometric structure of the questionnaire used, and the relationship between teaching development programmes and approaches to teaching are discussed.

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“…Biggs' description of approaches to learning fit into a more stable conception of learning in contrast to the state-based models to be discussed subsequently. The description of these models is brief here, but a much more detailed description has been given by Richardson (2015). The authors of Approaches to Learning (AL) theorized three approaches: reproducing (analogous to surface-level processing), internalizing (analogous to deep-level processing), and organizing (analogous to a metacognitive or self-regulatory approach).…”

mentioning

confidence: 99%

Toward a Dynamic, Multidimensional Research Framework for Strategic Processing

Dinsmore

2017

Educ Psychol Rev

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While the empirical literature on strategic processing is vast, understanding how and why certain strategies work for certain learners is far from clear. The purpose of this review is to systematically examine the theoretical and empirical literature on strategic process to parse out current conceptual and methodological progress to inform new conceptual and methodological approaches to investigating strategic processing. From a PsycINFO search from 2011 to 2016, a pool of 134 studies was tabled with regard to key conceptual and methodological characteristics along with salient findings. These conceptual and methodological findings were then synthesized to examine how development, three aspects of strategic processing, and personal and environmental factors explained the relation between strategic processing and performance in academic domains. Three major findings emerged: less is known empirically about the developmental nature of strategic processing; quality and conditional use explain performance more consistently than simply frequency of strategy use; and, numerous person and environmental factors shape the degree to which certain strategies are effective for certain learners. A framework for future research based on these three findings is presented.If you're looking at a structural protein in the wing of a fruit fly and say we understand the damage and that we're going to correct that error in that protein and that gene. Turns out that same protein and gene early on in the development of that fruit fly plays a key developmental role and it's just later in a fruit fly life it ends up a structural protein in the wing. So, assuming a gene only has a single function is probably the fastest road to hell in genomics. So we need to understand all the functions of genes and how changing them will alter other genes, other biological functions in humans. We're not simple linear creatures and we have to understand how changing one note changes the entire orchestra… (Venter 2016, April 29) Educ Psychol RevThe field of genomics has undergone a revolution in terms of how the functions of individual genes and the development of the human genome (i.e., a complete set of DNA within a single cell) is understood. Rather than a gene-centric view of the world where changes in genetic code (i.e., genotype) necessarily change a visible or expressed trait (i.e., phenotype), genomics by contrast focuses on the varied interactions between many genes within a genome as well as other biological factors that may moderate changes from genotype to phenotype (Noble 2011). Similarly, views of human learning and development are starting to shift away from explanations of discrete phenomena causing discrete changes in human functioning toward more multidimensional and dynamic views (e.g., Molenaar et al. 2014) of both motivation (e.g., Kaplan, Katz and Flum 2012) and cognition (e.g., Dinsmore 2014).One possible reason for the seemingly mixed findings in the strategic processing literature, with some studies finding strong relations between...

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Approaches to Learning or Levels of Processing: What Did Marton and Säljö (1976a) Really Say? The Legacy of the Work of the Göteborg Group in the 1970s

Cited by 39 publications

References 95 publications

A Systematic Review on the Conceptualization and Operationalization of Students' Levels of Processing in Functional Magnetic Resonance Imaging Studies

A Systematic Review on the Conceptualization and Operationalization of Students' Levels of Processing in Functional Magnetic Resonance Imaging Studies

Impact of a teacher development programme on approaches to teaching in higher education

Toward a Dynamic, Multidimensional Research Framework for Strategic Processing

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