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Direct linkRhodes, Katherine T.; Lukowski, Sarah; Branum-Martin, Lee; Opfer, John; Geary, David C.; Petrill, Stephen A. – Journal of Educational Psychology, 2019
The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…
Descriptors: Learning Strategies, Addition, Problem Solving, Item Response Theory
Download full textRhodes, Katherine T.; Lukowski, Sarah; Branum-Martin, Lee; Opfer, John; Geary, David C.; Petrill, Stephen A. – Grantee Submission, 2018
The strategy choice model (SCM) is a highly influential theory of human problem-solving. One strength of this theory is the allowance for both item and person variance to contribute to problem-solving outcomes, but this central tenet of the model has not been empirically tested. Explanatory item response theory (EIRT) provides an ideal approach to…
Descriptors: Learning Strategies, Addition, Problem Solving, Item Response Theory
Dillon, Ronna F.; Osborne, Susan S. – Exceptionality, 2006
In this article we describe the nature of attention deficit disorders (ADDs) within an individual differences model of abilities. In so doing, a model-based explanation for the sources of learning and performance difficulties among individuals identified with ADDs is provided. Earlier models of ADDs are discussed, and the proposed loci of ADDs…
Descriptors: Attention Deficit Disorders, Individual Differences, Intelligence, Adjustment (to Environment)
Peer reviewedVatterott, Cathy; Yard, George J. – Middle School Journal, 1993
Dissimilar learners, although not candidates for special-education services, have difficulty adapting to the typical middle-school environment. The Intervention with Dissimilar Learners model adapts middle-school programs to meet student needs and achieve positive regard, teacher empowerment, and teacher as advisor objectives. The goal is building…
Descriptors: Accountability, Adolescents, Cognitive Style, Individual Differences
Peer reviewedGrobecker, Betsey – Learning Disability Quarterly, 1996
Learning differences or disabilities can be best understood and addressed within the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Learning differences manifest themselves in the spirals of mental structuring activity that guide relational thinking. Such a perspective focuses on…
Descriptors: Cognitive Processes, Cognitive Structures, Constructivism (Learning), Elementary Secondary Education
Case, Lisa Pericola; Speece, Deborah L.; Molloy, Dawn Eddy – School Psychology Review, 2003
Using a mixed-methodology, longitudinal design, individual differences and contextual factors related to differential response to general education instruction were examined. We tested a response-to-instruction model reflecting the first three phases of a model proposed by Fuchs and Fuchs (1998). We classified first- and second-grade children…
Descriptors: Reading Difficulties, Learning Problems, General Education, Validity
