Locus of Control and Intentional versus Incidental Learning
The locus of control of subjects may be the confounding variable affecting the acceptance of motivational cues in intentional-incidental (INT-INC) learning studies, and thus the reason for conflicting results in “funneling effect” experiments. Ninety-six female college students selected for locus of control were studied for performance difference on INT and INC learning under high and low motivation. It was hypothesized that internals would have consistent amounts of INT-INC learning under both high and low motivation. The externals, because they readily accept experimenter’s instructions, would, however, show the “funneling effect.” The major obtained results were non-significant, suggesting that the basic instruction provided a cognitive link for externals and that the motivating instructions may have been ineffective.