Effects of Concrete Reward/Cost Contingencies upon Discrimination-Learning Styles of Prekindergarten and Kindergarten Children

1976 ◽  
Vol 43 (1) ◽  
pp. 273-274 ◽  
Author(s):  
Sheridan Phillips
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Discrimination Learning ◽  
Kindergarten Children ◽  
Learning Problems ◽  
Blank Trial ◽  
Material Reward ◽  
Task Variables

13 kindergarten and 10 prekindergarten children received elaborated instructions and material reward/cost contingencies in discrimination-learning problems containing blank-trial probes. Kindergarteners' performance was superior both to that obtained in a previous study, and to prekindergarteners' performance. Further exploration of task variables and individual differences is suggested.

Oddity and Discrimination Learning after Pretraining on a Nonrepeated Oddity Task

1983 ◽  
Vol 56 (1) ◽  
pp. 27-30 ◽  
Author(s):  
Takeshi Sugimura
Keyword(s):  
Discrimination Learning ◽  
Discrimination Task ◽  
Kindergarten Children ◽  
Control Group ◽  
Oddity Task ◽  
Oddity Learning ◽  
High Level

128 kindergarten children learned an oddity task with no repeated stimuli until they reached one of the three criteria of 4/4, 8/8, and 8/8 + 20 correct responses, and then they were given either an oddity task with repeated stimuli or a discrimination task. With increasing numbers of pretraining trials, the repeated oddity learning became significantly easier but ease of the discrimination learning did not change significantly. These findings were interpreted as showing that attention to relational cues increased to a high level through learning the nonrepeated oddity task, whereas attention to absolute cues remained at almost the same level as in the control group with no pretraining.

What's Going On…

1976 ◽  
Vol 23 (4) ◽  
pp. 251-252
Keyword(s):  
Public Schools ◽  
Learning Styles ◽  
Instructional Television ◽  
Learning Problems ◽  
Early Assessment ◽  
Training Project ◽  
Mathematics Skills ◽  
Regular Classrooms ◽  
Color Video ◽  
The U.S

Integrating Students With Special Learning Problems into regular classrooms is the focus of the Lexington Teacher Training Project. A series of ten color video- cassettes, each with a printed guide, has been produced by the Lexington (Massachusetts) Public Schools with funds from the U.S. Office of Education (USOE). The series includes “Diagnosis and Educational Planning,” “Early Assessment: Step to Planning,” “Together They learn,” “Mastering Mathematics Skills,” and “Reading and learning Styles.” Previews of representative lessons are available at no charge to those interested in considering the series for use in school. Requests for preview materials should be made to the Agency for Instructional Television, Box A, Bloomington, IN 47401.

Classroom interaction: Two studies of severely educationally subnormal children

1978 ◽  
Vol 19 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Michael Beveridge ◽  
Peter Evans
Keyword(s):  
Experimental Study ◽  
Individual Differences ◽  
Discrimination Learning ◽  
Observational Studies ◽  
Classroom Assessment ◽  
Classroom Interaction ◽  
Current Paper ◽  
Assessment Scale ◽  
Inhibition Factor ◽  
Classroom Behaviour

An experimental study of go/no-go discrimination learning had previously indicated that individual differences in learning relate to childrens’ scores on the excitation/inhibition factor of a classroom assessment scale. The current paper reports two observational studies which show that this scale factor also relates to aspects of the children's classroom behaviour. In particular, the frequency of initiation of interaction, amount of speech, number of approaches and likelihood of interacting with the teacher, were positively and significantly related to the degree of excitation of the children. These results were interpreted as indicating that excitable children are more reinforcement seeking than inhabitable children, and that this tendency leads to the differences observed in the classroom.

The Factor Structure and Validity of the Learning Styles Profiler (LSP)

2008 ◽  
Vol 24 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Peter J. O’Connor ◽  
Chris J. Jackson
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Job Performance ◽  
Learning Style ◽  
Factor Structure ◽  
Predictive Validity ◽  
Approach And Avoidance

The Learning Styles Profiler (LSP; Jackson, 2002 ) is a modern measure of individual differences in learning style. The LSP is based on a neuropsychological model of learning, modeled on principles of approach and avoidance, and argues for the division of personality into temperament and character. There has been little research into the psychometric structure and predictive validity of this instrument. In Study 1, the factor structure of the LSP is examined, and in Study 2 the criterion-related validity of the LSP is assessed. Results support the proposed factor structure of the LSP and show that 3 of the 4 LSP scales are significant predictors of Job Performance.

Individual differences in second language acquisition

AILA Review ◽  
2006 ◽  
Vol 19 ◽  
pp. 42-68 ◽  
Author(s):  
Zoltán Dörnyei
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Human Mind ◽  
Prominent Feature ◽  
Learner Characteristics ◽  
The Individual

Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.

scholarly journals Experimentation Abilities in Kindergarten Children with Learning Problems

2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Joep van der Graaf ◽  
Eliane Segers ◽  
Ludo Verhoeven
Keyword(s):  
Kindergarten Children ◽  
Learning Problems

scholarly journals Strategies for Success: Bringing Out the Best in a Learner

1991 ◽  
Vol 8 (2) ◽  
pp. 45 ◽  
Author(s):  
Marian Tyacke
Keyword(s):  
Individual Differences ◽  
Language Development ◽  
Learning Styles ◽  
Language Learning ◽  
Cognitive Style ◽  
Classroom Practice ◽  
Classroom Teacher ◽  
Strategy Training ◽  
Raising Awareness ◽  
Training Courses

Faced with the inadequacies of models of language teaching, researchers and practitioners have moved to models of language learning. Within this framework, many of us have attempted to characterize student learning styles and strategies. It is assumed that raising awareness of such styles and strategies will facilitate language development, by providing a basis on which a principled choice of activities can be made, and encouraging learners to take on more "ownership" of the process. This article argues that, even though we may not be able to change an individual's basic cognitive style, we may be able to make the learning process more transparent. It also suggests that strategy training can be useful, providing principles for such training, and practical suggestions for teacher training courses and classroom practice. Finally it proposes that syllabus design should take individual differences into account, and that such differences have to be carefully diagnosed and analyzed by the classroom teacher in collaboration with the learner.

scholarly journals A Survey for Need Assessment to Classify Learning Styles of Students Studying in Master Degree Programs at Universities

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Zill E Huma ◽  
Sana Nasir
Keyword(s):  
Individual Differences ◽  
Public Sector ◽  
Learning Styles ◽  
Survey Research ◽  
Learning Style ◽  
Mass Communication ◽  
Teaching Style ◽  
Degree Programs ◽  
Public And Private ◽  
Public And Private Sector

Students’ learning is highly subjective owing to their individual differences, environment and background which decide their learning styles. The purpose of this study was to explore learning styles of university students owing to generic role in their learning. There is need to assess whether students of different universities with different backgrounds but with same discipline prefer same or different learning styles. Four general universities were selected; two from each, public sector and privatesector.314 students were involved in the study from selected universities. A questionnaire was developed in the light of literature to explore learning styles of students mainly based on Grasha Reichmann Learning Style Survey (1974). Survey research design was used to collect data. The number of students against every learning style was calculated through statistical distribution. To infer the significance of results, t-test and ANOVA were applied. The findings showed that learning styles were closely linked gender wise. Further, there was no vast difference in learning styles of the students in respect of public and private sector universities. Subject based results are generally aligned but there are variations in couple of subjects like mass communication. The study concludes that students use variety of learning styles in different situations. If teacher used teaching style compatible to preferred students learning style then they would take more interest in the lesson and learn better.

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