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Direct linkMillar, W. S.; Weir, C. G. – British Journal of Developmental Psychology, 2007
The study investigated the dynamic relation between contingency learning and heart rate with risk and non-risk babies 5- to 10-months-old. Four groups were compared in a two contingency treatments (contingent, yoked) x two risk status design. Concurrent heart rate was monitored during three phases of a contingency learning task (baseline,…
Descriptors: Metabolism, Stimulation, Infants, Physiology
Download full textTipps, Steve; And Others – 1982
This paper describes three models of brain function, each of which contributes to an integrated understanding of human learning. The first model, the up-and-down model, emphasizes the interconnection between brain structures and functions, and argues that since physiological, emotional, and cognitive responses are inseparable, the learning context…
Descriptors: Brain, Individual Differences, Learning Processes, Models
BRIGGS, LESLIE J.; CAMPBELL, VINCENT N. – 1962
POTENTIAL ECONOMIC FORMS OF ADAPTIVE, SELF-INSTRUCTIONAL PROGRAMS WHICH WOULD BE OF PRACTICAL USE IN ADJUSTING TO INDIVIDUAL DIFFERENCES WERE INVESTIGATED. "PARALLEL" PROGRAMS (ONE STUDENT LEARNING BEST BY ONE PROGRAM AND A SECOND STUDENT BENEFITING MOST FROM ANOTHER) WERE FIRST EXPLORED AS A WAY TO ADJUST TO INDIVIDUAL DIFFERENCES. THIS…
Descriptors: Individual Differences, Instructional Materials, Learning Activities, Learning Processes
Ingersoll, Gary – Viewpoints, 1972
Descriptors: Individual Development, Individual Differences, Learning Processes, Learning Theories
Howe, Michael J. A. – J Educ Res, 1970
Descriptors: Individual Differences, Learning Processes, Psychological Studies, Student Role
Peer reviewedGibbons, Pamela – Journal of Educational Computing Research, 1995
Describes a study that investigated individual differences in the construction of mental models of recursion in LOGO programming. The learning process was investigated from the perspective of Norman's mental models theory and employed diSessa's ontology regarding distributed, functional, and surrogate mental models, and the Luria model of brain…
Descriptors: Case Studies, Comparative Analysis, Higher Education, Individual Differences
Diller, Karl C., Ed. – 1981
The following articles are included: (1) "Neurolinguistic Considerations on the Optimum Age for Second Language Learning" by Terence M. Walsh and Karl C. Diller; (2) "Major Variation in Language Skills Apparently under Genetic Influence (Discussed from the Viewpoint of Human Evolution)" by Brenda K. Sladen; (3) "Language Learning Strategies: Does…
Descriptors: Individual Differences, Language Aptitude, Learning Processes, Neurolinguistics
Peer reviewedTurner, Richard L. – Educational Leadership, 1979
There are many effective styles of instruction; and every teacher should be skilled in at least one, and preferably in several. (Author/MLF)
Descriptors: Cognitive Style, Elementary Secondary Education, Individual Differences, Learning Processes
Daneman, Meredyth; Carpenter, Patricia A. – Journal of Verbal Learning and Verbal Behavior, 1980
Discusses the nature of individual differences in working memory and presents the span test that was used to assess working memory capability. Next it discusses how working memory capacity might influence two specific components of reading comprehension, retrieving facts and computing pronominal references. (NCR)
Descriptors: Individual Differences, Learning Processes, Memory, Reading Comprehension
Peer reviewedZuroff, David C. – Journal of Personality and Social Psychology, 1980
Rotter's social learning theory is applied to the learned helplessness paradigm, and is used to analyze (1) expectancy change processes occurring during helplessness training and (2) the generalization of those changes to other situations. Literature on individual and situational differences is also reviewed. (Author/SS)
Descriptors: Attribution Theory, Expectation, Generalization, Helplessness
Carnine, Douglas – Phi Delta Kappan, 1990
The doctrine of localized brain functions has strongly influenced many educators. Gerald Edelman's recent research challenges this doctrine by advancing categorization and recategorization as the brain's overriding activities. Instruction that focuses overmuch on similarities is misguided and confusing. Instead, classroom instruction should employ…
Descriptors: Classification, Elementary Education, Individual Differences, Learning Processes
Peer reviewedRuff, Holly A.; Saltarelli, Lisa M. – New Directions for Child Development, 1993
Examines individual variation in infants' exploratory play with objects. Distinguishes exploratory and nonexploratory manipulative play, and shows that only exploratory play relates to focused attention and learning. Discusses resistance to distraction during focused attention, relationships between exploratory play and mastery motivation, and the…
Descriptors: Attention, Attention Span, Exploratory Behavior, Individual Differences
Blair, Mark; Homa, Don L. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2005
Category learning can be characterized as a process of discovering the dimensions that represent stimuli efficiently and effectively. Categories that are overlapping when represented in 1 dimensionality may be separate in a higher dimensional cue set. The authors report 2 experiments in which participants were shown an additional cue after…
Descriptors: Cues, Classification, Individual Differences, Stimuli
Flammer, August – 1974
In experiments on individual differences in learning, knowledge prerequisites and learning strategies have been shown to be important factors. The author questions whether learning optimization should rely on direct measures from outside the learner or should elucidate and strengthen the individual's capacity for learning decisions. He proposes to…
Descriptors: Cognitive Processes, Individual Differences, Knowledge Level, Learning Processes
Kerst, Stephen; Levin, Joel R. – 1973
A paired-associate task was given to 119 middle-class fourth and fifth graders to investigate the nature and development of mediational strategies in children's learning. Imagery and sentence mediators which linked the stimuli and responses of pictorial paired associates were either provided by an experimenter or generated by the children. While…
Descriptors: Elementary School Students, Individual Differences, Learning Processes, Paired Associate Learning
