Reexamination of two learning style studies in the light of the cognitive process theory of curiosity

Abstract

Discusses the failure of G. Tallmadge and J. Shearer (see pa, vol. 43:13396 and 46:3918) to confirm learning style effects reported in earlier experiments. An attempt is reported to reconstruct the 2 experiments in terms of curiosity theory. Rankings of experimental treatments on 8 characteristics theoretically relevant to curiosity arousal were intercorrelated and factor analyzed yielding 2 arousal characteristic dimensions. When treatment groups were rank ordered on these dimensions, previously unexplained correlations of individual difference measures with performance conformed to a predicted pattern. Tentative questionnaire measures of curiosity were developed from item response data to ..