Individual Differences in Learning Flashcards by Rian Christian Mingasca

the capacity to acquire knowledge, the ability to think and reason in the abstract and the capability of solving problems (Sternberg, 1986)

Intelligence

How well did you know this?

Not at all

Perfectly

A prominent figure in the research of human intelligence, developed an alternative intelligence model, comprising 3 elements of thinking process kept in balance by metacognition.

ROBERT J. STERNBERG

How well did you know this?

Not at all

Perfectly

STENBERG’S TRIARCHIC THEORY OF
INTELLIGENCE

Componential
Experential
Contextual

How well did you know this?

Not at all

Perfectly

•Focuses on planning, monitoring reflection and transfer.
•Is influential in being able to take apart problems and being able to see solutions not often seen.

Analytical Thinking (Componential)

How well did you know this?

Not at all

Perfectly

-Analytical Thinking
Control, monitor and evaluate cognitive processing.

Metacomponents

How well did you know this?

Not at all

Perfectly

-Analytical Thinking

Execute strategies assembled by the metacomponents. They are the basic operations involved in any cognitive act.

Performance

How well did you know this?

Not at all

Perfectly

-Analytical Thinking

Are the process used in gaining and storing new knowledge.

Knowledge Acquisition

How well did you know this?

Not at all

Perfectly

Focusing on developing, applying new ideas and creating solutions.
• Deals with how well a task is performed with regard to how familiar it is

CREATIVE THINKING ( EXPERIENTIAL

How well did you know this?

Not at all

Perfectly

-Creative Thinking

situation that you have never experienced.

Novelty

How well did you know this?

Not at all

Perfectly

-Creative Thinking

has been performed multiple times and can now be done with little or more extra thoughts.

Automation

How well did you know this?

Not at all

Perfectly

•Focuses on selecting and shaping real world environments and experiences.
•Deals with the mental activity involved in attaining fit to context

PRACTICAL THINKING (CONTEXTUAL)

How well did you know this?

Not at all

Perfectly

-Practical Thinking

Occurs when one makes a change within oneself in order to better adjust to one’s surroundings.

Adaptation

How well did you know this?

Not at all

Perfectly

-Practical Thinking

Occurring when one’s changes their environment to better suit one’s needs.

Shaping

How well did you know this?

Not at all

Perfectly

-Practical Thinking

Replace the previous, unsatisfying undertaken when a completely new alternate environment is found to meet individual’s goals

Selection

How well did you know this?

Not at all

Perfectly

Multiple Intelligences

Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Naturalism
Interpersonal
Intrapersonal
Verbal/Linguistic

How well did you know this?

Not at all

Perfectly

is the capacity of recognizing our own feelings and those of others, for motivating ourselves, for managing emotions in ourselves as well as in our relationships

critical to managing your behavior, moving smoothly through social situations and making critical choices in life

Emotional Intelligence (EQ)

How well did you know this?

Not at all

Perfectly

PERKINS’ THEORY OF LEARNABLE
INTELLIGENCE

Neural
Experiential
Reflective

How well did you know this?

Not at all

Perfectly

• It can’t be change.
• The speed process of
our brain.

Neural

How well did you know this?

Not at all

Perfectly

• The MORE
experience
the MORE the
experiential intelligence.

Experiential

How well did you know this?

Not at all

Perfectly

• Be AWARE
of what is
happening
around you!

Reflective

How well did you know this?

Not at all

Perfectly

Differences in the way individual learners respond
The unique way of thinking and reasoning

Theories of Style

How well did you know this?

Not at all

Perfectly

Refer to the preferred way an individual process information
A personality dimension which influences attitudes, values and social interaction

Cognitive Styles

How well did you know this?

Not at all

Perfectly

Can easily separate important details from a complex background. Rely on themselves and their own thought when solving and problems

Field Independent

How well did you know this?

Not at all

Perfectly

Find more difficult to see the parts in a complex whole. Rely on other’s idea when solving problems and good at
interpersonal relationships

Field Dependent

How well did you know this?

Not at all

Perfectly

Is the characteristic way of processing information. Is the way one acquires knowledge thoughts, forms views and opinions, applies one's values, solves problems, make plans, decisions and expresses oneself to others.

Thinking Styles

2 groups of people

Analytics- Left Hemisphere, good at math Holistics- Right Hemisphere, good at arts

4 groups of thinking style (Anthony Gregor):

1. Concrete Sequential Thinkers 2. Concrete Random Thinkers 3. Abstract Random Thinkers 4. Abstract Sequential Thinkers

tend to based on reality they process information in an ordered, sequential way hands on is a good way for these people to learn

Concrete Sequential Thinkers

the experimenters based on reality more on trial and error approach

Concrete Random Thinkers

organize information through reflection, people oriented environments world of feelings and emotions (real world)

Abstract Random Thinkers

love the world of theory and abstract thought like to think in concepts and analyze information reading - favorite activity great philosophers and research scientists

Abstract Sequential Thinkers

Refer to the different ways in which children and adults think and learn (Litzinger and Orcif, 1992) More or less consistent way in which a person perceives, conceptualizes, organizes and recalls information

Learning Style Preferences

Learning Preferences (Richard Felder)

1. Visual Learners 2. Auditory Learners 3. Kinesthetic Learners

prefer to study graphs, look at models and pictures, take notes to review later

Visual Learners

benefit from using poems, rhymes and songs for memorization gain knowledge from reading aloud, speaking, discussion, lectures and music instruction should be made orally

Auditory Learner

benefits from doing hands-on activities needs to take frequent study breaks and move around

Kinesthetic Learner

see a project as a whole and have trouble breaking it down into its component parts

Global Learners

good at analysis of concepts because they learn linearly excels in the typical college classroom

Sequential Learner

4 Learning Style (Harry Silver, 2000)

1. The Sensing - Thinking or Mastery Learner 2. The Intuitive Thinking or Understanding Learner 3. The Sensing Feeling or Interpersonal Learner 4. The Intuitive Feeling or Self-expressive Learner

prefer to learn by seeing tangible results, practicing what has learned, active rather than passive learns best from drill, demonstration and hands on experience

1. The Sensing - Thinking or Mastery Learner

prefers to learn by studying about ideas how things are related, planning and carrying a project of his/her own learns best from lectures, reading, logical discussions and debates

2. The Intuitive Thinking or Understanding Learner

prefers to learn by studying about things that directly affect people's lives rather than theories learns best from group experiences and projects, role playing

3. The Sensing Feeling or Interpersonal Learner

prefers to learn by being creative using one's imagination learns best from creative and artistic activities, open ended discussions of personal and social values

4. The Intuitive Feeling or Self-expressive Learner

4 Learning Styles (David Kolb)

1. Diverging 2. Assimilating 3. Converging 4. Accommodating

like to gather information, good at brainstorming, interested in people, see different perspective, prefer group work, open minded

Diverging

concise logical approach, ideas and concepts more important than people, prefer lectures

Assimilating

solve practical problems, prefer technical tasks, like experimenting, less interested in personal issues

Converging

hands on, attracted to new challenges and experiences, rely on others instead of doing own analysis, action oriented, set targets, work hard in teams to achieve tasks

Accommodating

Refers to the presence in one population of a wide variety of cultures, opinions, ethnic groups, socio economic backgrounds. Race, gender and physical attributes

Diversity in Learning

difficulty with language processing and its impact on reading, writing and spelling

Dyslexia

difficulty in writing, spelling and written composition

Dysgraphia

difficulty with math skills and math computation

Dyscalculia

difficulty with motor planning

Dyspraxia

perceive the differences between speech sounds and to sequence these sounds into meaningful words

Auditory Discrimination

addresses the ability to notice important details and assign meaning to what is seen

Visual Perception

is a syndrome that interferes with an individual's ability to focus, regulate activity level and inhibit behaviors (Sousa, 2001).

Attention Deficit Hyperactivity Disorder (ADHD)

3 Indicators of ADHD

Inattention Hyperactivity Impulsivity

Often are delayed in their physical and motor skills • Often will not be able to locate or pick up small objects that have been dropped

Visual Disabilities

• Do not respond when spoken to • Do not startle at loud noise • Talk in very loud or soft voice

Hearing Disabilities

• Prefer to play with younger children • Difficulty in problem solving • Stumble and fall because of poor body control • Do not remember things well • May repeat same movement over and over

Mental Disabilities

• Use aggressive behavior to deal with most situations • Withdraw or stays quiet and passive most of the time • Cry a great deal, seems depressed and unhappy, laughs seldom

Behavioral Disabilities

• Poorly developed hand or finger coordination • Poor balance • Difficulty walking, running, jumping or climbing

Physical Disabilities

Are those at the upper end of the ability continuum who need supplemental help to realize their potential

Gifted Children

Recall previous learned information. - Recalling relevant knowledge from long term memory.

Remembering

Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Understanding

Breaking the concept into parts and understand how each part is related to one another.

Applying

Breaking the concept into parts and understand how each part is related to one another.

Analyzing

Making judgments based on a set of guidelines and the value of ideas or materials.

Evaluating

Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. erparing - Putting information together in an innovative way.

Creating