A psycholinguistic study : investigating individual learning efficiency (ILE) through the concepts of learning style, information processing path and energy transfer pathway

2015 ◽  
Author(s):  
Ping-chui Yik
Keyword(s):  
Energy Transfer ◽  
Information Processing ◽  
Learning Style ◽  
Individual Learning ◽  
Learning Efficiency ◽  
Energy Transfer Pathway

“Do You See What I Hear?” A Look at Individual Learning Styles

1979 ◽  
Vol 27 (3) ◽  
pp. 22-26
Author(s):  
William R. Speer
Keyword(s):  
Information Processing ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
Stated Preferences ◽  
Classroom Teachers ◽  
Learning Situation ◽  
Individual Information

The notion that students learn in uniquely individual ways has long been recognized by classroom teachers. Each child brings to each learning situation certain content and attitudinal predilections which, when mixed with individual “information processing tilasters,” paint a picture of the child's individual learning style. This style, in deturn, is reflected in stated preferences and observed behaviors. The results of observing and analyzing individual learning styles can be of considerable help in planning for and implementing instruction.

Carbon-Heteroatom Cross-Coupling via an Electronically Excited Nickel (II) Complex

2019 ◽  
Author(s):  
Randolph Escobar ◽  
Jeffrey Johannes
Keyword(s):  
Energy Transfer ◽  
Functional Groups ◽  
Cross Coupling ◽  
Reductive Elimination ◽  
Aryl Halides ◽  
Coupling Reactions ◽  
General Methodology ◽  
Cross Coupling Reactions ◽  
Electronically Excited ◽  
Energy Transfer Pathway

<div>While carbon-heteroatom cross coupling reactions have been extensively studied, many methods are specific and</div><div>limited to a set of substrates or functional groups. Reported here is a method that allows for C-O, C-N and C-S cross coupling reactions under one general methodology. We propose that an energy transfer pathway, in which an iridium photosensitizer produces an excited nickel (II) complex, is responsible for the key reductive elimination step that couples aryl halides to 1° and 2° alcohols, anilines, thiophenols, carbamates and sulfonamides.</div>

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

Ultrafast Energy-Transfer Pathway in a Purple-Bacterial Photosynthetic Core Antenna, as Revealed by Femtosecond Time-Resolved Spectroscopy

2010 ◽  
Vol 50 (5) ◽  
pp. 1097-1100 ◽  
Author(s):  
Daisuke Kosumi ◽  
Satoshi Maruta ◽  
Tomoko Horibe ◽  
Ritsuko Fujii ◽  
Mitsuru Sugisaki ◽  
...  
Keyword(s):  
Energy Transfer ◽  
Time Resolved ◽  
Time Resolved Spectroscopy ◽  
Energy Transfer Pathway

Formation of a Junior Pupil’s Individual Learning Style by Means of Meta-Subject Approach

2016 ◽  
Vol 4 (6) ◽  
pp. 30-36
Author(s):  
Кибирева ◽  
E. Kibireva ◽  
Богданова ◽  
E. Bogdanova ◽  
Черник ◽  
...  
Keyword(s):  
Elementary School ◽  
Beneficial Effect ◽  
Learning Style ◽  
Individual Learning ◽  
Personal Style ◽  
Approach To Teaching

The article considers the possibility of using metasubject approach to teaching in an elementary school. Examples of metasubject teaching assignments, which include materials such as mathematics and English, and are aimed at achieving metasubject results and the formation of personal style teaching younger students are given. The authors argue that the expansion of the types of teaching jobs contributes to the formation of the personal style of learning and a beneficial effect on the development of thinking, creativity, and ultimately - the younger schoolboy metasubject skills.

scholarly journals NEURO LINGUISTIC PROGRAMMINNG AND DIFFERENTIATED TRAINING

2017 ◽  
Vol 5 ◽  
pp. 751-756
Author(s):  
Constantin Petrovici ◽  
Tudor Stanciu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Individual Learning ◽  
Learning Assessment ◽  
Teaching Activities ◽  
Programming Theory ◽  
Inclusive Learning ◽  
The Individual ◽  
Teaching Learning

This article analyses the different modalities of applying the theory of learning styles in the teaching-learning-assessment process.On the assumption that the mode of receiving information influences how we learn, the researchers Richard Bandler and John Grinder created the Neuro linguistic programming theory. Learning that considers the neuro-linguistic paradigm is an inclusive learning type, which harmonizes the individual needs of the learner with concrete ways to meet those needs. This type of differentiated training represents a tool which allows teachers to achieve the best possible correspondence between their teaching strategies and individual learning styles.To support our arguments, we created an example of teaching activities using the Neuro linguistic paradigm in mathematics lessons. This example illustrates how each student can be directed in the process of solving tasks useful in the issue demonstration, tasks which are appropriate to his learning style.

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