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Peer reviewedSaljo, Roger – Instructional Science, 1981
Describes an empirical investigation of the differences in learning strategies or approaches of 30 university students. The results indicate that the differences in approach may be found in the kind of information focused on and learned rather than how much people learn in a quantitative sense. Thirty-six references are listed. (CHC)
Descriptors: Cognitive Style, Comparative Analysis, Discrimination Learning, Higher Education
