Individual Differences in Learning Flashcards
the capacity to acquire knowledge, the ability to think and reason in the abstract and the capability of solving problems (Sternberg, 1986)
Intelligence
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
STENBERG’S TRIARCHIC THEORY OF
INTELLIGENCE
Componential
Experential
Contextual
•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)
-Analytical Thinking
Control, monitor and evaluate cognitive processing.
Metacomponents
-Analytical Thinking
Execute strategies assembled by the metacomponents. They are the basic operations involved in any cognitive act.
Performance
-Analytical Thinking
Are the process used in gaining and storing new knowledge.
Knowledge Acquisition
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
-Creative Thinking
situation that you have never experienced.
Novelty
-Creative Thinking
has been performed multiple times and can now be done with little or more extra thoughts.
Automation
•Focuses on selecting and shaping real world environments and experiences.
•Deals with the mental activity involved in attaining fit to context
PRACTICAL THINKING (CONTEXTUAL)
-Practical Thinking
Occurs when one makes a change within oneself in order to better adjust to one’s surroundings.
Adaptation
-Practical Thinking
Occurring when one’s changes their environment to better suit one’s needs.
Shaping
-Practical Thinking
Replace the previous, unsatisfying undertaken when a completely new alternate environment is found to meet individual’s goals
Selection
Multiple Intelligences
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical/Rhythmic
Naturalism
Interpersonal
Intrapersonal
Verbal/Linguistic
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)
PERKINS’ THEORY OF LEARNABLE
INTELLIGENCE
Neural
Experiential
Reflective
• It can’t be change.
• The speed process of
our brain.
Neural
• The MORE
experience
the MORE the
experiential intelligence.
Experiential
• Be AWARE
of what is
happening
around you!
Reflective
Differences in the way individual learners respond
The unique way of thinking and reasoning
Theories of Style
Refer to the preferred way an individual process information
A personality dimension which influences attitudes, values and social interaction
Cognitive Styles
Can easily separate important details from a complex background. Rely on themselves and their own thought when solving and problems
Field Independent
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
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):
- Concrete Sequential Thinkers
- Concrete Random Thinkers
- Abstract Random Thinkers
- 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)
- Visual Learners
- Auditory Learners
- 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)
- The Sensing - Thinking or Mastery
Learner - The Intuitive Thinking or Understanding Learner
- The Sensing Feeling or Interpersonal
Learner - 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
- 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
- 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
- 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
- The Intuitive Feeling or Self-expressive
Learner
4 Learning Styles (David Kolb)
- Diverging
- Assimilating
- Converging
- 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
