Abstract
Undergraduates were given material to be learned from a lecture, a transcript of the lecture, or a written text based on the lecture. Performance on a multiple-choice examination 1 wk. after original learning was the criterion. Predictor variables were sampled from the person, environment, and behavior domains of influence. A coordinated sequence of multivariate procedures was applied to the data. Differences in the person and behavior domains were associated with differences in criterion performance; differences in environment were not. Enhanced learning from text and lecture was associated with high motivation, high ability, extended studying, active studying, and with encountering a preferred performance measure. Study activities were interpreted as catalyst for both motivation and ability.
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