Purpose: While the natural expectation is that students seek greater depth of learning as they develop intellectually during their studies, some research calls this into question and even suggests that student learning can become shallower from year to year. The present study aims to investigate the relative depth of students' learning at…

Language learning strategies are used with the explicit goal of helping learners improve their knowledge and understanding of a target language. They are the conscious thoughts and behaviors used by students to facilitate language learning tasks and to personalize language learning process. Learning styles on the other hand, are "general…

Although the L2 acquisition studies of Japanese particles "WA" and "GA" were investigated by many researchers (Sakamoto, 2000), they completely ignored learners' individual differences. Indeed, learners' individualities are important factors for the L2 learning (Lightbrown & Spada, 1999). Thus, this research explored whether learners' individual…

This review of research on the learning, teaching, and assessment of L2 German published or completed between 2002 and 2008 may be particularly timely due to developments from within the profession as well as recent political changes which continue to have a strong bearing on the way L2 German is promoted, learned, taught and assessed. Far from…

This study focused on unprompted changes in children's analogical reasoning on geometric tasks and the additional effect of a short training procedure. Participants were 36 grade 1 level children (M = 6;8 years) divided over a not-trained and a trained condition. The study was a 5-sessions migrogenetic procedure, with a follow-up test session…

The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…

Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the "general principles" of the human mind and to explore the "uniqueness" of the individual mind. The latter direction has formed an independent subdiscipline within…

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However,…

This paper examines the nature of learning cultures in English Further Education (FE), as revealed in the Transforming Learning Cultures in FE (TLC) research project. In it, we describe four characteristics of a generic FE learning culture: the significance of learning cultures in every site; the significance of the tutor in influencing site…

The goal of this article is to discuss one of Paul Pintrich's more enduring legacies: the Motivated Strategies for Learning Questionnaire (MSLQ), an 81-item, self-report instrument consisting of 6 motivation subscales and 9 learning strategies scales. The MSLQ has proven to be a reliable and useful tool that can be adapted for a number of…

The overview focuses on the advantages and principles of instruction using learning strategies for students with learning disabilities. It is emphasized that strategies are not to be applied without consideration of the individual, process, or context. (MSE)

Studies based on an individual-difference model of student learning are reviewed. The "fitting" of conceptual models of student learning to atypical individual-similarity data structures is discussed, and an experimental categorization for such structures is outlined. Use of a locus model is also examined. It is argued that conceptual models of…

Individual differences in the recall of procedural and structural/functional information was investigated in situations in which students studied in dyads or alone. Subjects were 303 undergraduates. Dyadic study proved more effective than studying alone. (TJH)

Groups of first-grade (mean age = 82 months), third-grade (mean age = 107 months), and fifth-grade (mean age = 131 months) children with a learning disability in mathematics (MD, n=58) and their normally achieving peers (n = 91) were administered tasks that assessed their knowledge of counting principles, working memory, and the strategies used to…

The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…