The Relationship between Conceptual Learning and Curricular Achievement

The relationship between performance on concept attainment tasks and information processing tasks and performance on selected curricular achievement tests was examined through factor analytic procedures. Results indicated that information processing of exemplar information and concept attainment of exemplar information are highly related to curricular factors. Other specific information processing factors, namely science and spelling, were only moderately related to curricular achievement. From these relationships, it seems likely that there is a high relationship between exemplar information processing and concept attainment of exemplar information with curricular factors generally and that more liberal generalizations of research results from tightly controlled experimental settings to conventional learning situations seem justified.