Stylistic Factors in Learning and Retention

ABSTRACT The purposes of this investigation were, first, to determine the extent of individual consistency in the tendencies to err either by omission or commission in tasks requiring learning and retention, and, secondly, to determine the relationship between any such consistent tendencies and relevant cognitive, personality, and ability variables. A battery of 26 tests from which 86 variables were generated was administered to 147 college students, 70 men and 77 women, by individual and group testing. Information concerning scholastic ability and achievement, as well as control measures of socioeconomic status and seating position in the testing room, were included in the analysis. The 86 variables were intercorrelated, and 44 were factor analyzed by the method of principal components. Thirteen obtained factors were rotated to oblique simple structure by the Promax method plus three visual rotations. Loadings for the remaining 42 variables were determined by extension methods. Thirteen first order factors and four second order were then cast into a Schmid‐Leiman hierarchical solution. Four first order factors were interpreted as representing error styles in learning and retention. The clearest stylistic factor obtained at this level, Factor V, was characterized by omission tendencies in span memory for primarily numerical stimuli. Other stylistic factors were interpreted as commission tendencies in connected discourse, Factor IV; omission tendencies