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Yan, Veronica X.; Sana, Faria – Journal of Educational Psychology, 2021
When learning new information, should students focus on studying 1 concept at a time or should they alternate studying between different concepts? Recent research shows that students should mix up or interleave the study of different concepts, particularly when the concepts are related or hard to discriminate (Carvalho & Goldstone, 2015). But…
Descriptors: Learning Processes, Beliefs, Evidence, Metacognition
Siler, Stephanie Ann; Klahr, David – Journal of Educational Psychology, 2016
One obstacle to understanding abstract concepts such as the "control of variables" strategy (CVS) is the tendency for learners to focus on surface rather than deep features in instructional materials. However, in tasks such as learning CVS, these same surface features may also support understanding, provided learners realize the…
Descriptors: Middle School Students, Learning, Science Experiments, Research Design

Wainer, Howard; Kaye, Kenneth – Journal of Educational Psychology, 1974
Using a model for individual differences in multidimensional scaling, 16 concepts dealing with developmental psychology were scaled before and after a course. The criterion measure used was the instructor's position in the subject space. Implications of this methodology for educational evaluation are discussed. (Author/SE)
Descriptors: College Students, Concept Formation, Developmental Psychology, Individual Differences

Davis, J. Kent; Klausmeier, Herbert J. – Journal of Educational Psychology, 1970
Descriptors: Cognitive Processes, Concept Formation, High School Students, Individual Differences

Hammaker, Michael K.; And Others – Journal of Educational Psychology, 1975
In two experiments, judges evaluated fictitious protocols that varied in the number and uniqueness of the answers. Criteria for judgments were creativity, intelligence and gender. (Author/DEP)
Descriptors: College Students, Concept Formation, Creative Thinking, Creativity

Millham, Jim; And Others – Journal of Educational Psychology, 1971
Descriptors: Associative Learning, Cognitive Tests, Concept Formation, Individual Differences

Weiner, Bernard – Journal of Educational Psychology, 1990
The history of motivational research in education is traced through the "Encyclopedia of Educational Research." Major trends are documented, including (1) the drive concept; (2) the motivation-learning distinction; (3) individual differences; and (4) the emergence of cognitive concerns and the self. Current and future trends are…
Descriptors: Causal Models, Cognitive Psychology, Concept Formation, Educational History