Individual Differences in Need for Cognition and Learning Strategies as Predictors of Performance on Cognitive Tasks

1999 ◽  
Author(s):  
Christina E. Wierenga
Keyword(s):  
Individual Differences ◽  
Learning Strategies ◽  
Need For Cognition ◽  
Cognitive Tasks ◽  
Cognition And Learning

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

scholarly journals Need for cognition does not account for individual differences in metacontrol of decision making

2020 ◽  
Author(s):  
Florian Bolenz ◽  
Maxine F. Profitt ◽  
Fabian Stechbarth ◽  
Ben Eppinger ◽  
Alexander Strobel
Keyword(s):  
Decision Making ◽  
Reinforcement Learning ◽  
Individual Differences ◽  
Executive Functions ◽  
Learning Strategies ◽  
Personality Trait ◽  
Need For Cognition ◽  
Cognitive Effort

Humans show metacontrol of decision-making towards different reward magnitudes. Specifically, when higher rewards are at stake, individuals increase reliance on a more accurate but cognitively effortful strategy. We investigated whether the personality trait Need for Cognition (NFC) explains individual differences in metacontrol. Based on findings of cognitive effort expenditure in executive functions, we expected more metacontrol in individuals low in NFC. In two independent studies, metacontrol was assessed by means of a decision-making task that dissociates different reinforcement-learning strategies. In contrast to our expectations, NFC did not account for individual differences in metacontrol of decision making. These findings suggest a differential role of NFC for the regulation of cognitive effort in decision making and executive functions.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

scholarly journals Teachers’ awareness of differentiated learning dimensions for students with special educational needs in Kuwait: مدى وعي معلمي برامج التربية الخاصة في دولة الكويت بمبدأ وأبعاد تفريد التعليم للطلبة من ذوي الاحتياجات الخاصة

2020 ◽  
Vol 4 (17) ◽  
Author(s):  
Bader Jassim Alqallaf, Hamed Jassim Alsahou, Hashemiah Moham
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Learning Environment ◽  
Learning Strategies ◽  
School Level ◽  
Special Educational Needs ◽  
Education Programs ◽  
Special Education Programs ◽  
The State Of Kuwait ◽  
Differentiated Learning

The current study aims to identify the awareness of teachers of special education programs in the state of Kuwait of differentiated learning or what is known as “pedagogical difference” based on four components. The four components are the foundation of individual differences, planning and preparation, instructional strategies, and learning environment. A questionnaire was developed and distributed in 18 schools that provide special education programs (9 male schools and 9 female schools) in which 158 respondents completed the questionnaire. The study concluded the following results: The teachers have a high level of awareness of differentiated learning and its components. The dimension of learning environment was the highest mean (M =4.39), followed by the dimension of learning strategies (M= 4.37) then the dimension of individual differences (M= 4.22) and the dimension of planning and preparation (M =4.03). Also, statistical differences were emerged according to some demographic variables such as years of experience, academic qualifications, taught course, type of disability. No statistical differences were found based on gender and school level. These findings are discussed according to the previous empirical works and literature review followed by some implications and suggestions.

Chinese Students' Learning Strategies in Learning Spanish as a Second Language

2020 ◽  
pp. 129-141
Author(s):  
María del Carmen Azpiroz
Keyword(s):  
Individual Differences ◽  
International Students ◽  
International Education ◽  
Learning Strategies ◽  
Chinese Students ◽  
Recipient Country ◽  
Approaches To Learning ◽  
Spanish Speaking ◽  
The Third ◽  
L2 Spanish

Since the beginning of the 21st century, international education has grown at an extraordinary rate, and even countries like Uruguay, which has not been a recipient country of a significant flow of international students, has experienced an important increase of students from other countries and cultures. L2 Spanish learners from several Chinese universities travel to a Spanish-speaking country in the third year of their major to attend Spanish and culture lessons during two academic semesters. The aim of increasing the knowledge of Chinese approaches to learning is part of the interest of researchers and teachers in expanding their understanding of individual differences in learning. This chapter summarizes the research carried out at Universidad ORT Uruguay that focuses on identifying and understanding L2 (Spanish) strategies to learning.

scholarly journals Affective and Cognitive Orientations in Intergroup Perception

2017 ◽  
Vol 43 (6) ◽  
pp. 828-844 ◽  
Author(s):  
Lukas J. Wolf ◽  
Ulrich von Hecker ◽  
Gregory R. Maio
Keyword(s):  
Individual Differences ◽  
Need For Cognition ◽  
The Other ◽  
Intergroup Perception ◽  
Need For Affect ◽  
Cognitive Orientations

Three studies examined the role of need for affect (NFA) and need for cognition (NFC) in intergroup perception. We hypothesized that NFA predicts a preference for stereotypically warm groups over stereotypically cold groups, whereas NFC predicts a preference for stereotypically competent groups over stereotypically incompetent groups. Study 1 supported these hypotheses for attitudes toward stereotypically ambivalent groups, which are stereotyped as high on one of the trait dimensions (e.g., high warmth) and low on the other (e.g., low competence), but not for stereotypically univalent groups, which are seen as high or low on both dimensions. Studies 2 and 3 replicated this pattern for stereotypically ambivalent groups, and yielded provocative evidence regarding several putative mechanisms underlying these associations. Together, these findings help integrate and extend past evidence on attitude-relevant individual differences with research on intergroup perception.

Changing attitudes and intentions related to doping: An analysis of individual differences in need for cognition

2019 ◽  
Vol 37 (24) ◽  
pp. 2835-2843 ◽  
Author(s):  
Javier Horcajo ◽  
David Santos ◽  
Joshua J. Guyer ◽  
Lorena Moreno
Keyword(s):  
Individual Differences ◽  
Need For Cognition ◽  
Changing Attitudes
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