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Cited by 4,608

The DOI matches its Crossref record.

ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*

MARTON, F., SÄLJÖ, R.·1976·British Journal of Educational Psychology
DOI 10.1111/j.2044-8279.1976.tb02980.x
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Abstract

S ummary . This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface‐level or deep‐level processing.

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Metadata

Authors
MARTON, F., & SÄLJÖ, R.
Venue
British Journal of Educational Psychology
Publisher
Wiley
Published
1976-02
Volume
46
Issue
1
Pages
4-11
ISSN
  • 0007-0998 (ISSN-L)
  • 2044-8279
DOI
10.1111/j.2044-8279.1976.tb02980.x
OpenAlex
W1975912968
Cited by
4,608
References
0
FWCI
19.29
Type
journal article
Language
en
Open access
closed

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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.