Effects of a logical versus a mnemonic learning strategy on performance in two undergraduate psychology classes

Used a strategy questionnaire to classify undergraduates in a psychological statistics class into logical (n = 35) and mnemonic (n =32) "learning strategy" groups. The logical group received significantly higher grades on a number of academic criteria in 2 undergraduate classes. Criteria included course, test, laboratory, and term-paper grades. The strategy groups did not differ significantly on 6 ability measures from the Kit of Reference Tests for Cognitive Factors (e.g., inference), nor did removal of ability covariates reduce the performance difference between strategy groups. The specific pattern of ability-strategy correlations differed for the 2 strategy groups, indicating different learning processes. Results suggest that it may be possible to seek "most efficient" strategies for given tasks, and possibly, "conditionally" most efficient strategies for individual ability profiles.