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Ryan, Tracii; Henderson, Michael – Assessment & Evaluation in Higher Education, 2018
Assessment feedback allows students to obtain valuable information about how they can improve their future performance and learning strategies. However, research indicates that students are more likely to reject or ignore comments if they evoke negative emotional responses. Despite the importance of this issue, there is a lack of research…
Descriptors: Foreign Countries, College Students, Feedback (Response), Foreign Students
Selmeczy, Diana; Dobbins, Ian G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Recognition judgments can benefit from the use of environmental cues that signal the general likelihood of encountering familiar versus unfamiliar stimuli. While incorporating such cues is often adaptive, there are circumstances (e.g., eyewitness testimony) in which observers should fully ignore environmental cues in order to preserve memory…
Descriptors: Memory, Cues, Familiarity, Novelty (Stimulus Dimension)
Ünsal, Gülhanim – Online Submission, 2018
The purpose of this study, which examines learning styles in foreign language teaching, is to determine the learning style/styles predominantly possessed by French learners, and to identify the methods, techniques, materials and activities that can be applied to effective learning and teaching considering individual differences. By Dunn &…
Descriptors: Cognitive Style, Second Language Instruction, French, Questionnaires
Robison, Matthew K.; Unsworth, Nash – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
Individuals with greater cognitive abilities generally show reduced rates of mind-wandering when completing relatively demanding tasks (Randall, Oswald, & Beier, 2014). However, it is yet unclear whether elevated rates of mind-wandering among low-ability individuals are manifestations of deliberate, intentional episodes of mind-wandering…
Descriptors: Cognitive Ability, Attention Control, Short Term Memory, Task Analysis
Martin, Nadia; Hughes, Jeffrey; Fugelsang, Jonathan – Statistics Education Research Journal, 2017
We examine the joint effects of gender and experience on statistical reasoning. Participants with various levels of experience in statistics completed the Statistical Reasoning Assessment (Garfield, 2003), along with individual difference measures assessing cognitive ability and thinking dispositions. Although the performance of both genders…
Descriptors: Gender Differences, Experience, Statistical Analysis, Logical Thinking
Foroughi, Cyrus K.; Werner, Nicole E.; McKendrick, Ryan; Cades, David M.; Boehm-Davis, Deborah A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Previous research has shown that there is a time cost (i.e., a resumption lag) associated with resuming a task following an interruption and that the longer the duration of the interruption, the greater the time cost (i.e., resumption lag increases as interruption duration increases). The memory-for-goals model (Altmann & Trafton, 2002)…
Descriptors: Individual Differences, Short Term Memory, Task Analysis, Attention Control
Fryer, Luke K.; Ginns, Paul; Howarth, Mark; Anderson, Charles; Ozono, Shuichi – Educational Psychology, 2018
Individual differences are theorised as being key predictors of students' lecture attendance. Understanding students' (lack of) motivation for studying is an essential first step in supporting these individual differences and potentially increasing class/lecture attendance. The current study explored the role of students' deficits in motivations…
Descriptors: Attendance, Individual Differences, Student Motivation, Self Concept
Rump, Markus; Esdar, Wiebke; Wild, Elke – European Journal of Higher Education, 2017
The present study investigated individual differences in the effects of academic motivation based on self-determination theory (SDT), particularly intrinsic motivation, as well as identified, introjected, and external regulation on higher education students' intention to drop out. Based on previous research, we challenged the assumption of a…
Descriptors: Motivation, Individual Differences, Intention, Higher Education
Alomyan, Hesham Raji – Australian Educational Computing, 2016
This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…
Descriptors: Web Based Instruction, Teaching Methods, Cognitive Style, Concept Mapping
Asano, Sachiko – Online Submission, 2015
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…
Descriptors: Immersion Programs, Comparative Analysis, Concept Formation, Individual Development
Watson, Sunnie Lee; Watson, William R.; Kim, Woori – Educational Media International, 2017
This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to…
Descriptors: Attitude Change, Online Courses, Cognitive Ability, Cognitive Tests
Chen, Zhi-Hong; Chen, Howard Hao-Jan; Dai, Wan-Jhen – Educational Technology & Society, 2018
This paper describes a narrative-based design framework that organizes three narrative elements (i.e., storyline, character, and quest) to support a contextual game-based environment for language learning. Using this design framework, a PlanetAdventure system was developed to examine its feasibility and its effects on student language learning. A…
Descriptors: Second Language Learning, Case Studies, Second Language Instruction, English (Second Language)
Faretta-Stutenberg, Mandy; Morgan-Short, Kara – Second Language Research, 2018
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting…
Descriptors: Correlation, Individual Differences, Cognitive Ability, Study Abroad
Kim, Hyangil – Reading Psychology, 2016
This present study investigated the relationships among L2 readers' reading attitude, reading strategy use, and reading proficiency in order to identify patterns caused by individuals' differences. For this study, 153 Korean university students replied to a reading attitude and reading strategy questionnaire. An ANOVA and frequency analysis were…
Descriptors: Foreign Countries, College Students, Reading Attitudes, Student Attitudes
Unsworth, Nash; Robison, Matthew K. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
A great deal of prior research has examined the relation between working memory capacity (WMC) and attention control. The current study explored the role of arousal in individual differences in WMC and attention control. Participants performed multiple WMC and attention control tasks. During the attention control tasks participants were…
Descriptors: Arousal Patterns, Short Term Memory, Attention Control, Correlation