Individual Differences in Recall

1971 ◽  
Vol 29 (2) ◽  
pp. 499-501
Author(s):  
Stuart Miller ◽  
David Fleishmann ◽  
Robert Simpson
Keyword(s):  
Individual Differences ◽  
Memory Span ◽  
Past Experience ◽  
Selection Of

22 high- and 22 low-memory span Ss (H-MS, L-MS) sorted 52 words into anywhere from 2 to 7 categories. The H-MS group later recalled more of these words than the L-MS group. The effect of memory span upon recall was attributed to the selection of a significantly larger number of categories by the H-MS Ss. The unaccounted for variance in recall was discussed in terms of past experience and innate differences.

Memory Span and Individual Differences in Activation: Implicit and Explicit Measures

2012 ◽  
Author(s):  
Lindsey Lilienthal ◽  
Elaine Tamez ◽  
Nathan Rose ◽  
Joel Myerson ◽  
Sandra Hale
Keyword(s):  
Individual Differences ◽  
Memory Span ◽  
Implicit And Explicit ◽  
Explicit Measures

scholarly journals A Study of Educational Achievement of Standard XI Students in Context of their Learning Style in Reference to Area

2017 ◽  
Vol 4 (3) ◽  
Author(s):  
Ajay B. Raval
Keyword(s):  
Individual Differences ◽  
Data Collection ◽  
Learning Style ◽  
Individual Difference ◽  
Educational Achievement ◽  
Visual Learning ◽  
Learning Style Inventory ◽  
Kinesthetic Learning ◽  
The Individual ◽  
Selection Of

In the Era of Change, teacher should consider the individual differences while teaching in the classroom. In fact teacher must keep in mind the individual differences for teaching. Students have so many talent, we as a teacher must have that angel of view of identifying it. This individual difference can be divided in dimension of Learning Style, too. Researcher was giving service in High School as a teacher, he observe such an Individual difference in context to learning style in class room. Is there any relationship between Educational Achievement and Learning Style? Is there any effect of Learning Style on Educational Achievement in reference to Area? To find the answer of this question present study was conducted. Population & Sample: Population for present study was students studying in Standard-XI of Gujarati Medium School of Gandhinagar District. The selection of schools was by Stratified Randomization Technique and selection of students was selected by Cluster Method. In last, the Sample size was 607. Method: Survey Method was used for Data Collection. Tool: Self constructed Learning Style Inventory (L.S.I.) was used for Data Collection. Learning Style Inventory (L.S.I.) was three Point Likert type Scale. Findings: 1) There was no significance different in educational achievement among students having Visual Learning Style, Auditorial Learning Style and Kinesthetic Learning Style. 2) In matter of educational achievement, students of Rural are superior to students of Urban among students having Visual Learning Style. 3) In matter of educational achievement, students of Rural are superior to students of Urban among students having Auditorial Learning Style. 4) In matter of educational achievement, students of Urban are superior to students of Rural among students having Kinesthetic Learning Style.

Intuition in Mathematical and Probabilistic Reasoning

2014 ◽  
Author(s):  
Kinga Morsanyi ◽  
Denes Szucs
Keyword(s):  
Individual Differences ◽  
Probabilistic Reasoning ◽  
Task Characteristics ◽  
Selection Of ◽  
And Task

Many people have a fragmented knowledge and understanding of the rules of mathematics and probability. As a consequence, they struggle with selecting the appropriate strategies to solve problems, and they often rely on intuitive solutions instead of normative rules. The purpose of this chapter is to introduce some typical intuitive strategies that people might apply when they solve mathematical or probability problems. Then the chapter describes the notions of primary and secondary intuitions, and gives an overview of the factors that might affect the selection of a particular intuitive strategy (such as certain individual differences variables and task characteristics). Finally, the chapter discusses the implications of these findings for researchers and educators.

Processing efficiency in preschoolers’ memory span: Individual differences related to age and anxiety

2009 ◽  
Vol 103 (1) ◽  
pp. 30-48 ◽  
Author(s):  
Laura Visu-Petra ◽  
Mircea Miclea ◽  
Lavinia Cheie ◽  
Oana Benga
Keyword(s):  
Individual Differences ◽  
Memory Span ◽  
Processing Efficiency

Factors Affecting Gatekeepers' Selection of Foreign News: A National Survey of Newspaper Editors

1992 ◽  
Vol 69 (3) ◽  
pp. 554-561 ◽  
Author(s):  
Tsan-Kuo Chang ◽  
Jae-Won Lee
Keyword(s):  
United States ◽  
Individual Differences ◽  
National Survey ◽  
The United States ◽  
World Peace ◽  
Factors Affecting ◽  
Newspaper Editors ◽  
Making Choices ◽  
Foreign News ◽  
Selection Of

A national survey of newspaper editors examined how editors view the importance of different criteria in selecting foreign news to run. Results show that editors considered these factors important in making choices: threat to the United States and world peace, anticipated reader interest, timeliness, and U.S. involvement. Editors also regarded loss of lives and property as important but less so than other factors. Most editors appear to focus more on factors having significant impact or consequences, especially when American security and national interest are involved. Canonical correlational analysis indicates that editors' perceptions of foreign news factors are determined by individual differences and organizational constraints in the newsroom.

scholarly journals The Contribution of Individual Differences in Memory Span and Language Ability to Spatial Release From Masking in Young Children

2019 ◽  
Vol 62 (10) ◽  
pp. 3741-3751 ◽  
Author(s):  
Douglas MacCutcheon ◽  
Florian Pausch ◽  
Christian Füllgrabe ◽  
Renata Eccles ◽  
Jeannie van der Linde ◽  
...  
Keyword(s):  
Individual Differences ◽  
Background Noise ◽  
Memory Span ◽  
Language Ability ◽  
Stream Segregation ◽  
Spatial Cues ◽  
Speech Reception ◽  
Spatial Release ◽  
Speech Reception Thresholds ◽  
Release From Masking

Purpose Working memory capacity and language ability modulate speech reception; however, the respective roles of peripheral and cognitive processing are unclear. The contribution of individual differences in these abilities to utilization of spatial cues when separating speech from informational and energetic masking backgrounds in children has not yet been determined. Therefore, this study explored whether speech reception in children is modulated by environmental factors, such as the type of background noise and spatial configuration of target and noise sources, and individual differences in the cognitive and linguistic abilities of listeners. Method Speech reception thresholds were assessed in 39 children aged 5–7 years in simulated school listening environments. Speech reception thresholds of target sentences spoken by an adult male consisting of number and color combinations were measured using an adaptive procedure, with speech-shaped white noise and single-talker backgrounds that were either collocated (target and back-ground at 0°) or spatially separated (target at 0°, background noise at 90° to the right). Spatial release from masking was assessed alongside memory span and expressive language. Results and Conclusion Significant main effect results showed that speech reception thresholds were highest for informational maskers and collocated conditions. Significant interactions indicated that individual differences in memory span and language ability were related to spatial release from masking advantages. Specifically, individual differences in memory span and language were related to the utilization of spatial cues in separated conditions. Language differences were related to auditory stream segregation abilities in collocated conditions that lack helpful spatial cues, pointing to the utilization of language processes to make up for losses in spatial information.

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