Individual Differences in Cognition and Affect in Multiplicative Knowledge in Basic Mathematics Problems

2019 ◽  
pp. 20-25
Author(s):  
Glenda Jean Ashleigh
Keyword(s):  
Individual Differences ◽  
Teaching Strategies ◽  
Knowledge Structures ◽  
Mathematics Problems ◽  
Affective Variables ◽  
Learner Strategies ◽  
Cognition And Affect

This paper discusses the roles that individual differences in cognitive and affective variables play in the formation of increasingly complex multiplicative knowledge structures in basic mathematics problems. The effectiveness of learner strategies and teaching strategies to optimise the development of authentic multiplicative knowledge will vary according to these individual differences.

scholarly journals LA PERSONALIDAD EFICAZ EN EL UNIVERSITARIO Y EL USO DEL BUEN HUMOR

2016 ◽  
Vol 1 (1) ◽  
pp. 467
Author(s):  
Juan Carlos Bustamante ◽  
Carlos Salavera ◽  
José Luis Antoñanzas ◽  
Javier Chueca ◽  
José Carrón ◽  
...  
Keyword(s):  
Individual Differences ◽  
Positive Emotions ◽  
Self Esteem ◽  
Bivariate Correlation ◽  
Affective Variables ◽  
Para Determinar ◽  
Positive Correlations ◽  
The University ◽  
Bienestar Psicologico ◽  
Academic Demands

Abstract:THE EFFICIENT PERSONALITY IN THE UNIVERSITY AND THE USE OF GOOD HUMORIndividual differences in the construct Efficient Personality in undergraduates could determine differences in the proper handling of sociopersonal and socioaffective competencies when faced with academic demands, which may be associated both with differences in psychological wellbeing.Wellbeing is associated with the sense of humor that involves three different affective variables (cheerfulness, seriousness and bad mood). We aimed to determine whether individual differences in Efficient Personality are associated with differences in the disposition for using good humor. For this purpose 39 undergraduates (all the participant were women) completed the Efficient Personality Questionnaire for the university context (CPE -U) and the STCI-30 scale for the assessment of good humor. Bivariate correlation analyses were performed to determine a possible association between Efficient Personality components and the variables that modulate the good humor. The results showed positive correlations between the variable Cheerfulness and the factors Self-esteem, Academic Self-realization and Solving Efficiency, and between the variable Seriousness and the factor Solving Efficiency. Also, negative correlations between the variable Bad Mood and the factors Self-esteem and Solving Efficiency were observed. Therefore, individual differences in Efficient Personality in undergraduates are related with differences for experiencing or showing more positive emotions toward a greater willingness to good humor.Keywords: Efficient Personality, good humor, individual differences, self-efficacy, cheerfulnessResumen:Diferencias individuales en el constructo de Personalidad Eficaz en universitarios podrían evidenciar diferencias en el manejo adecuado de competencias personales y socioafectivas a la hora de enfrentarse a demandas académicas, que pueden asociarse a la vez con diferencias en la experimentación de estados relacionados con bienestar psicológico. Este bienestar se asocia con el sentido del humor que implica tres variables afectivas (alegría, seriedad y mal humor). Nuestro objetivo fue determinar si diferencias individuales en Personalidad Eficaz se asociaba con diferencias a la disposición al buen humor. Para ello 39 mujeres estudiantes universitarias rellenaron el Cuestionario de Personalidad Eficaz para el Contexto Universitario (CPE-U) y la escala para la evaluación del sentido del humor STCI-30. Análisis de correlación bivariada fueron llevados a cabo para determinar una posible asociación entre los componentes de Personalidad Eficaz y las variables que modulan el buen humor. Los resultados mostraron correlaciones positivas entre la variable Alegría y los factores de la Personalidad Eficaz Autoestima, Autorrealización Académica y Autorrealización Resolutiva; y entre la variable Seriedad y Autorrealización Resolutiva. También se observaron correlaciones negativas entre la variable Mal Humor y los factores Autoestima y Autorrealización Resolutiva. Por tanto, diferencias individuales en estudiantes universitarios en factores que constituyen el constructo de Personalidad eficaz se relaciona con diferencias en los mismos a la hora de experimentar o mostrar estados afectivos más positivos acercándose y mostrando una mayor disposición al buen humor.Palabras clave: Personalidad Eficaz, buen humor, diferencias individuales, autoeficacia, alegría

Individual Differences in Second Language Learning

1991 ◽  
Vol 13 (2) ◽  
pp. 275-298 ◽  
Author(s):  
Peter Skehan
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
First Language ◽  
Learning Ability ◽  
Field Independence ◽  
Foreign Language Aptitude ◽  
Contemporary Work ◽  
Learner Strategies

This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first language learning ability, and on the existence of evidence for “learner types.” Motivation research is reviewed partly with regard to Robert Gardner's research, and then in terms of a wider framework for the functioning of motivation within an educational context. The review of learner strategies research emphasizes current attempts to develop taxonomies of such strategies, and to investigate their theoretical basis and their trainability. Finally, learner styles research, drawing on field independence theory, is discussed, and links are made with the research on aptitude. The article finishes with sections on conceptual and methodological issues in ID research.

scholarly journals Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies

2010 ◽  
Vol 27 (2) ◽  
pp. 51
Author(s):  
Theresa Hyland
Keyword(s):  
Individual Differences ◽  
Effective Teaching ◽  
Case Studies ◽  
Critical Literacy ◽  
Teaching Strategies ◽  
Subsequent Development ◽  
Reading And Writing ◽  
Writing Practices ◽  
Effective Teaching Strategies ◽  
Comprehensible Input

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.

Identifying Predictors of Army Marksmanship: A Cognitive, Affective, and Psychomotor Perspective

2017 ◽  
Vol 61 (1) ◽  
pp. 838-842 ◽  
Author(s):  
Katlin M. Anglin ◽  
Corinne A. Novell ◽  
Jennifer S. Murphy ◽  
Gregory A. Goodwin
Keyword(s):  
Individual Differences ◽  
Core Competency ◽  
Affective Variables ◽  
Individual Needs ◽  
Combat Readiness

Marksmanship is a core competency every U.S. Army Soldier must attain in order to achieve combat readiness (James & Dyer, 2011). To enhance overall marksmanship proficiency, the current research aims to develop a model to predict Soldier marksmanship qualification scores based on individual differences. The results of the current study found several psychomotor, cognitive, and affective variables predicted marksmanship qualification scores. These findings bring research a step closer to identifying skill deficiencies and individual needs prior to training. More research is needed to maximize understanding and improvement of marksmanship performance and to improve overall combat readiness.

scholarly journals Teaching strategies in language classes

2015 ◽  
pp. 55-62
Author(s):  
M. del M. Palenzuela Pérez ◽  
O. Murashkina
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Teaching Strategies ◽  
Formal Education ◽  
Cognitive Styles ◽  
Self Esteem ◽  
Language Classes ◽  
Language Classroom ◽  
Theory Of Multiple Intelligences

Because of the diversity in the classroom, the teacher should develop a series of strategies that allow you to transmit knowledge effectively. Teaching is difficult, even more, in second language classroom, where in addition to the student´s individual differences, such as cognitive styles, motivation and self-esteem, are added others, such as nationality, age or mother tongue.This paper describes the role of the teacher in the classroom and the teaching strategies implemented in the classroom in a context of formal education. Strategies have been developed from the precepts postulated by the theory of multiple intelligences.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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