scholarly journals الفروق الفردية بين المتعلّمين

2017 ◽  
Vol 18 (2) ◽  
pp. 173
Author(s):  
Dian Rizky Amalia
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Cognitive Factors ◽  
Learning Program ◽  
Successful Strategy ◽  
Emotional Factors ◽  
Significant Difference ◽  
The Individual

This article addresses the reality learning showed us that they did not agree to a significant difference in how much success end. Here psychologists assert that differences in learning outcomes need to go back to the individual differences among student. Cleared that the use of the most skilled educated is in fact different from the strategies that will be used by the least educated skill. Motivation refers to the desire to achieve aims, and effort is given in this way, and satisfaction for the task. There are ways and methods consistent with those that may not fit with the others to the presence of differences in ability and inclination, that the most successful strategy chosen by the teacher after studying and evaluating strategic wiyh all student, can even be used for the approval of a learning program learners. In accordance with the needs of society and the interests of any individual discovery and development capabilities. Keywords: individual differences, cognitive factors, emotional factors

Intelligent Agent-Based e-Learning System for Adaptive Learning

2012 ◽  
pp. 145-158
Author(s):  
Hokyin Lai ◽  
Minhong Wang ◽  
Huaiqing Wang
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Adaptive Learning ◽  
Main Idea ◽  
Learning Approaches ◽  
E Learning ◽  
Treatment Interaction ◽  
Multi Agent ◽  
The Individual ◽  
Intended Learning Outcomes

Adaptive learning approaches support learners to achieve the intended learning outcomes through a personalized way. Previous studies mistakenly treat adaptive e-Learning as personalizing the presentation style of the learning materials, which is not completely correct. The main idea of adaptive learning is to personalize the earning content in a way that can cope with individual differences in aptitude. In this study, an adaptive learning model is designed based on the Aptitude-Treatment Interaction theory and Constructive Alignment Model. The model aims at improving students’ learning outcomes through enhancing their intrinsic motivation to learn. This model is operationalized with a multi-agent framework and is validated under a controlled laboratory setting. The result is quite promising. The individual differences of students, especially in the experimental group, have been narrowed significantly. Students who have difficulties in learning show significant improvement after the test. However, the longitudinal effect of this model is not tested in this study and will be studied in the future.

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.

Study of Foveal Tritanopia

1978 ◽  
Vol 46 (3_suppl) ◽  
pp. 1319-1327
Author(s):  
S. R. Cobb ◽  
Maureen A. McCrossan
Keyword(s):  
Individual Differences ◽  
Large Individual ◽  
Men And Women ◽  
Long Wavelength ◽  
Significant Difference ◽  
The Individual ◽  
Male Subjects

This paper discusses the possibility there is a difference between men and women in foveal tritanopia. The discussion is based on a study carried out by Cobb and McCrossan in 1973 in which they measured the luminosity curves of the fovea in five women and five men. The instrument used was a Wright colorimeter which measured the luminosity curves with a 2° 12′ field and a 0° 12.5′ field. Comparison shows a loss of sensitivity to blue for the curve obtained with die 0° 12.5′ field relative to the curve obtained with the 2° 12′ field. Male subjects obtained two maxima with die 0° 12.5′ field, usually at 555 nm and 595 nm, whereas for females on maximum, usually at 555 nm and from 555 nm to the long wavelength end of the spectrum, curves followed loosely the curve obtained with the 2° 12′ field. Thus, a significant difference was found between the males and the females in their response to the longer wavelengths when the 0° 12.5′ (0° 12.5′) field was used. In addition to this there were also large individual differences in the matching points obtained by the males while the individual differences among the females were much smaller.

The Tritone Paradox and the Pitch Range of the Speaking Voice: A Dubious Connection

1994 ◽  
Vol 12 (2) ◽  
pp. 227-255 ◽  
Author(s):  
Bruno H. Repp
Keyword(s):  
Individual Differences ◽  
Striking Difference ◽  
Voice Pitch ◽  
Pitch Range ◽  
Significant Difference ◽  
Tritone Paradox ◽  
The Individual ◽  
Individual Voice ◽  
Voice Range ◽  
The Voice

Deutsch and coworkers (Deutsch, 1991; Deutsch, North, & Ray, 1990) have proposed that individual differences in the perception of the "tritone paradox" derive from listeners' reference to a mental pitch template, acquired through experience with the pitch range of their own voice, as well as with the voice ranges typical of their language community. These authors have reported a correspondence between perceptual results and the upper limit of the individual voice range for a small group of selected subjects, as well as a striking difference in tritone perception between American and British listeners. The present study compared groups of Dutch, British, and American listeners on two tritone tests and also collected voice pitch data for the first two groups in a reading task. There was no within-group correlation of perceptual results with individual differences in voice range. Differences in tritone perception as a function of stimulus characteristics (spectral envelope) were much larger than reported by Deutsch, which casts doubt on the notion of stable individual pitch templates. A significant difference between British and American listeners, with the Dutch group in between, was found in one of the two tritone tests but not in the other. Although the origin of this difference remains unclear, it seems unlikely that it has anything to do with regional differences in voice pitch range.

Modifying Fault Diagnosis Strategies

1989 ◽  
Vol 33 (10) ◽  
pp. 589-592
Author(s):  
Marc A. Sullivan ◽  
George J. Boggs ◽  
Kathryn M. Dobroth
Keyword(s):  
Individual Differences ◽  
Fault Diagnosis ◽  
Time Limit ◽  
Problem Domain ◽  
Future Studies ◽  
Significant Difference ◽  
Subject Variability ◽  
The Individual ◽  
Testing Efficiency

This study investigated the ability of trained diagnosticians to alter their strategies in situations where either time or testing must be kept to a minimum. Four subjects, extensively trained in previous experiments on fault diagnosis, participated in time bonus and testing efficiency bonus conditions. They isolated faults in networks of 25 nodes connected by links. In the time bonus condition, subjects were rewarded for the number of problems completed within a time limit. In the test bonus condition, subjects were rewarded for minimizing the number of tests used to diagnose a fault. Total diagnosis time was lower in the time bonus condition, and the number of tests was lower in the test bonus condition. In the time bonus condition, subjects tended to make initial tests more rapidly than they did in the test bonus condition, and the location of initial tests was relatively “shallow” in the network. The between-subject variability in diagnosis time was larger in the test bonus condition than in the time bonus condition. There was no significant difference for between-subject variability in testing efficiency. These results suggest two important conclusions regarding fault diagnosis. First, trained diagnosticians can rapidly adapt their diagnosis strategies to changes in their problem domain. Second, explicit payoffs can, in some cases, reduce the individual differences in fault diagnosis performance. This appears to be partly due to strategies becoming more similar under explicit payoffs. It is suggested that in future studies the use of explicit payoffs should be considered.

scholarly journals No Significant Difference - Unless you are a Jumper

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Richard J Fendler ◽  
Craig Ruff ◽  
Milind Shrikhande
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Individual Level ◽  
Face To Face ◽  
Education Literature ◽  
Significant Difference ◽  
Actual Grade ◽  
The Difference ◽  
Face To Face Instruction ◽  
The Individual

Much of the e-education literature suggests that there is no significant difference in aggregate student learning outcomes between online and face-to-face instruction. In this study, we develop a model that forecasts the grade that individual students would have most likely earned in the alternate class setting. Students for whom the difference between the actual grade received in one class format (for example, online) and the forecasted grade in the other class setting (for example, face-to-face) is one full letter grade or higher are called “jumpers.” Our findings indicate that jumpers are numerous, suggesting that whereas no significant difference may exist between instruction settings at the aggregate level, at the individual level, the choice between settings matters. These results have important implications for the no significant difference literature and strongly support the need for refined course setting advisement for students.

scholarly journals Cannot See the Forest for the Trees? Comparing Learning Outcomes of a Field Trip vs. a Classroom Approach

Forests ◽  
2021 ◽  
Vol 12 (9) ◽  
pp. 1265
Author(s):  
Jennifer Schneiderhan-Opel ◽  
Franz Bogner
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Environmental Changes ◽  
School Setting ◽  
Environmental Values ◽  
Ecological Knowledge ◽  
Learning Program ◽  
Student Groups ◽  
Quasi Experimental ◽  
The Individual

Anthropogenically induced environmental changes, such as the persistent loss of biodiversity and decline in global forest stocks, require comprehensive, societal change towards sustainable behavior. Education is considered the key to empowering sustainable decision-making, cooperative participation, high levels of commitment, and motivation to support environmental protection. Holistic Education for Sustainable Development (ESD) approaches aim to foster eco-friendly behavior by combining knowledge acquisition with the promotion of affective drivers. The present study focuses on monitoring the individual interplay between ecological knowledge and environmental values. We compared learning outcomes within two environments: a nature-based, out-of-school setting at a local forest (study 1) and a classroom setting (study 2). Overall, 444 German 7th grade students participated in learner-centered activities on the topic of the forest ecosystem under anthropogenic influences. Following a quasi-experimental study design, we monitored pro-environmental and anthropogenic values (Preservation and Utilization) and knowledge at three test times: before (T1), directly after (T1) and six weeks after (T2) participation in the learning program. Students in both treatments acquired short- and long-term environmental knowledge regardless of the learning environment but in neither case did the learning activities intervene with individual environmental values. However, Preservation showed a positive correlation with the mean knowledge scores in both studies, while for Utilization, this relationship was reversed. A comparison of extreme groups revealed that, in both treatment groups, students with high pro-environmental values and low anthropogenic values showed a significantly better performance than their counterparts. Our findings highlight the importance of monitoring pro-environmental values when preparing educational modules for student groups independent from the learning environment.

Evaluation of an Integrated Disability Basketball Event for Adolescents: Sportsmanship and Learning

2000 ◽  
Vol 17 (2) ◽  
pp. 237-252 ◽  
Author(s):  
Pamela Fenning ◽  
Marianela Parraga ◽  
Vinita Bhojwani ◽  
Amie Meyer ◽  
Michael Molitor ◽  
...  
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Qualitative Data ◽  
The Other ◽  
Perceived Learning ◽  
Point Scale ◽  
Visual Disabilities ◽  
Significant Difference

The purpose was to evaluate perceived sportsmanship behaviors and learning outcomes of a one-day integrated basketball clinic and tournament, titled the Sports for Mutual Admiration and Respect Among Teens (SMART) Games, cooperatively planned and implemented by over 17 agencies. Participants were 55 adolescents (28 without disabilities and 27 with hearing, cognitive/emotional, mobility, or visual disabilities), ages 14 to 18, M age = 15.5. Tournament play was in four divisions, one for each disability, with rules and skills modified accordingly. Quantitative and qualitative data collected afterwards revealed only one significant difference between genders and no significant differences between participants with and without disabilities on the other sportsmanship behaviors (competition, help with skill, equity, fair, effort). Except for ratings on perceived help with skills, sportsmanship ratings were relatively high, ranging from 3.07 to 3.56 on a 4-point scale. Perceived learning outcomes pertained to increased understanding of individual differences and sportsmanship.

Intelligent Agent-Based e-Learning System for Adaptive Learning

2011 ◽  
Vol 7 (3) ◽  
pp. 1-13 ◽  
Author(s):  
Hokyin Lai ◽  
Minhong Wang ◽  
Huaiqing Wang
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
Adaptive Learning ◽  
Main Idea ◽  
Learning System ◽  
Learning Approaches ◽  
E Learning ◽  
Treatment Interaction ◽  
The Individual ◽  
Intended Learning Outcomes

Adaptive learning approaches support learners to achieve the intended learning outcomes through a personalized way. Previous studies mistakenly treat adaptive e-Learning as personalizing the presentation style of the learning materials, which is not completely correct. The main idea of adaptive learning is to personalize the earning content in a way that can cope with individual differences in aptitude. In this study, an adaptive learning model is designed based on the Aptitude-Treatment Interaction theory and Constructive Alignment Model. The model aims at improving students’ learning outcomes through enhancing their intrinsic motivation to learn. This model is operationalized with a multi-agent framework and is validated under a controlled laboratory setting. The result is quite promising. The individual differences of students, especially in the experimental group, have been narrowed significantly. Students who have difficulties in learning show significant improvement after the test. However, the longitudinal effect of this model is not tested in this study and will be studied in the future.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

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