This study examined relationships between several individual differences measures and belief revision after reading a text refuting common misconceptions about childhood vaccinations. Individual differences included preexisting accurate and inaccurate beliefs on the topic, prior knowledge about how vaccinations work, need for cognition, and…

In bilingual literature, few studies have examined the processes of concept formation (CF); even fewer studies have discussed their developmental changes. This study explores language-cognition links and CF fractionation processes by comparing total and partial immersion programmes (TIPs and PIPs). Descriptive statistics (DS), correlational…

The ability to self-regulate is important for students at any level, but is especially valuable to those in college, as they are confronted with a great deal of material in a short span of time. Some studies demonstrate that college students are effective self-regulators, while other studies indicate they are not (Peverly, Brobst, Graham, & Shaw,…

This paper presents research findings related to the "Dynamic Enhanced Evaluation of Problem Solving (DEEP)" (Spector & Koszalka, 2004) methodology for assessing how participants conceptualize ill-defined problems in biology using annotated concept maps. The methodology engages highly experienced (expert) and less experienced…

While much research has outlined the importance of intra-psychic factors in predicting workplace success, it is rare that attention is given to the development of these factors in training for human service professions (e.g. psychology, clergy, nursing). Accordingly, the present study explores differences in self-concept, a key intra-psychic…

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)

Two studies examined college students' ability, when presented with two sequential adjectives, to make relatedness judgments and antonym and synonym judgments. The studies found that judgments were fastest for direct antonyms, even when compared to synonyms of similar relatedness. (Contains 17 references.) (MDM)

This report investigates those factors, necessary for, or facilitative of, stimulus organization. Part I considers three experimentally controlled factors: (1) stimuli; (2) responses; and (3) temporal organization of stimuli. The results revealed that temporal specing accounted for different findings. When the intertrial interval (ITI) was present…

Examines intrinsic individual differences in conceptual behavior with a multivariate model, three mode factor analysis. The analyses yielded five individual difference performance factors, three stage factors, and four response components indicating the importance of a multivariate representation of complex behavior. (Author/DEP)

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)

This study is an attempt to identify one source of individual differences in the extent to which readers learn from text and the means for accommodating it. Eighty college students were administered a series of aptitude tests and randomly assigned to one of four treatment groups. The subjects then received six passages, each passage followed by a…