Understanding Students Personality to Detect Their Learning Differences

2019 ◽  
pp. 383-390
Author(s):  
Ossama Embarak ◽  
Zahoor Khan ◽  
Binod Gurung
Keyword(s):  
Learning Differences

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Probabilistic Implict Sequence Learning Differences between Individuals with High vs. Low Openness /Feeling

2014 ◽  
Vol 46 (12) ◽  
pp. 1793 ◽  
Author(s):  
Jianxin ZHANG ◽  
Yan WU ◽  
Xinyun CHEN ◽  
Dianzhi LIU
Keyword(s):  
Sequence Learning ◽  
Learning Differences

Computational Measurement of Motor Imitation and Imitative Learning Differences in Autism Spectrum Disorder

2021 ◽  
Author(s):  
Casey J. Zampella ◽  
Evangelos Sariyanidi ◽  
Anne G. Hutchinson ◽  
G. Keith Bartley ◽  
Robert T. Schultz ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Learning Differences ◽  
Imitative Learning ◽  
Motor Imitation

Developing Teacher Sensitivity to Individual Learning Differences

2004 ◽  
Vol 24 (4) ◽  
pp. 465-486 ◽  
Author(s):  
Melodie Rosenfeld * ◽  
Sherman Rosenfeld
Keyword(s):  
Individual Learning ◽  
Learning Differences ◽  
Teacher Sensitivity

scholarly journals Organizational Learning Strategies and Verbal Memory Deficits in Bipolar Disorder

2017 ◽  
Vol 23 (4) ◽  
pp. 358-366 ◽  
Author(s):  
George C. Nitzburg ◽  
Armando Cuesta-Diaz ◽  
Luz H. Ospina ◽  
Manuela Russo ◽  
Megan Shanahan ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Learning Strategies ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Diagnostic Category ◽  
Exact Nature ◽  
Organizational Strategies ◽  
Learning Differences ◽  
Mnemonic Devices ◽  
Bipolar Patients

AbstractBackground: Verbal memory (VM) impairment is prominent in bipolar disorder (BD) and is linked to functional outcomes. However, the intricacies of VM impairment have not yet been studied in a large sample of BD patients. Moreover, some have proposed VM deficits that may be mediated by organizational strategies, such as semantic or serial clustering. Thus, the exact nature of VM break-down in BD patients is not well understood, limiting remediation efforts. We investigated the intricacies of VM deficits in BD patients versus healthy controls (HCs) and examined whether verbal learning differences were mediated by use of clustering strategies. Methods: The California Verbal Learning Test (CVLT) was administered to 113 affectively stable BD patients and 106 HCs. We compared diagnostic groups on all CVLT indices and investigated whether group differences in verbal learning were mediated by clustering strategies. Results: Although BD patients showed significantly poorer attention, learning, and memory, these indices were only mildly impaired. However, BD patients evidenced poorer use of effective learning strategies and lower recall consistency, with these indices falling in the moderately impaired range. Moreover, relative reliance on semantic clustering fully mediated the relationship between diagnostic category and verbal learning, while reliance on serial clustering partially mediated this relationship. Conclusions: VM deficits in affectively stable bipolar patients were widespread but were generally mildly impaired. However, patients displayed inadequate use of organizational strategies with clear separation from HCs on semantic and serial clustering. Remediation efforts may benefit from education about mnemonic devices or “chunking” techniques to attenuate VM deficits in BD. (JINS, 2017, 23, 358–366)

Child-centred assessment

2021 ◽  
Vol 23 (2) ◽  
pp. 7-7
Author(s):  
Stephen Kilgour
Keyword(s):  
Learning Differences

Stephen Kilgour, from the Foundation Stage Forum and Tapestry, discusses the problem with moving away from tick-list style assessments for children with learning differences.

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