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Direct linkWolfe, Christopher R.; Fisher, Christopher R. – Learning and Individual Differences, 2013
Little is known about individual differences in integrating numeric base-rates and qualitative text in making probability judgments. Fuzzy-Trace Theory predicts a preference for fuzzy processing. We conducted six studies to develop the FPPI, a reliable and valid instrument assessing individual differences in this fuzzy processing preference. It…
Descriptors: Individual Differences, Cognitive Processes, Probability, Decision Making
Cantlon, Jessica F.; Davis, Simon W.; Libertus, Melissa E.; Kahane, Jill; Brannon, Elizabeth M.; Pelphrey, Kevin A. – Learning and Individual Differences, 2011
In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to…
Descriptors: Neurological Organization, Cognitive Processes, Brain Hemisphere Functions, Prediction
Connelly, Daniel A. – Learning and Individual Differences, 2011
Recent research, treating interest as an emotion, indicates the cognitive appraisals of novelty-complexity and coping potential predict interest. This appraisal-based model of interest has not yet been applied to educational research. The present study evaluated the significance of the model regarding the activity of reading expository,…
Descriptors: Educational Research, Cognitive Processes, Coping, Student Interests
Pretz, Jean E.; Totz, Kathryn Sentman; Kaufman, Scott Barry – Learning and Individual Differences, 2010
In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both…
Descriptors: Cognitive Style, Reaction Time, Psychological Patterns, Cognitive Ability
Landerl, Karin; Willburger, Edith – Learning and Individual Differences, 2010
In a large sample (N = 439) of literacy impaired and unimpaired elementary school children the predictions of the temporal processing theory of dyslexia were tested while controlling for (sub)clininal attentional deficits. Visual and Auditory Temporal Order Judgement were administered as well as three subtests of a standardized attention test. The…
Descriptors: Elementary School Students, Phonology, Dyslexia, Brain
Savage, Robert; Pillay, Vanitha; Melidona, Santo – Learning and Individual Differences, 2007
This study explores 1) the components of rapid automatized naming (RAN) by first analyzing the factorial associations between RAN tasks and various nonword decoding and processing speed measures and secondly, by exploring which of these process latent variables are uniquely associated with literacy in 65 below-average readers and spellers. In…
Descriptors: Reading Difficulties, Decoding (Reading), Literacy, Spelling
