Relevant bibliographies by topics / Individual learner differences

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Individual learner differences'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Individual learner differences"

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Skehan, Peter. "Individual Differences in Second Language Learning." Studies in Second Language Acquisition 13, no. 2 (June 1991): 275–98. http://dx.doi.org/10.1017/s0272263100009979.

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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.
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Vidgren, Noora. "Individual learner differences in SLA." International Journal of Multilingualism 13, no. 3 (June 2016): 388–93. http://dx.doi.org/10.1080/14790718.2016.1185826.

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Yang, Yilun, and Liping Chen. "A Literature Review on Individual Differences in Second Language Acquisition." International Journal of Linguistics 10, no. 6 (December 6, 2018): 72. http://dx.doi.org/10.5296/ijl.v10i6.14007.

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There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).
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Dyson, Bronwen Patricia. "Variation, individual differences and second language processing." Linguistic Approaches to Bilingualism 6, no. 4 (March 10, 2016): 341–95. http://dx.doi.org/10.1075/lab.14007.dys.

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Abstract Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflicts. Specifically, learners have distinct types, which are evident in their use of options and 'trailers' (structures which emerge late). Longitudinal spoken data were collected over one academic year from six adolescent ESL learners. The results revealed different learner types in terms of syntactic options and trailers. However, the learners had less clear types for the morphological options, used unpredicted options, and lacked consistency in their use of syntactic and morphological trailers. The paper suggests that learners vary in processing due to diverse orientations towards the acquisition of either syntax or morphology.
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Linford, Bret, Sara Zahler, and Melissa Whatley. "Acquisition, study abroad and individual differences." Study Abroad Research in Second Language Acquisition and International Education 3, no. 2 (October 12, 2018): 243–74. http://dx.doi.org/10.1075/sar.17003.lin.

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Abstract The current study examines the combined effect of type and quantity of contact with the target language on the second language development of a variable structure, ‘subject pronoun expression’ in L2 Spanish. A written contextualized task and a language contact questionnaire were given to 26 second language learners of Spanish before and after a six-week study abroad in Valencia, Spain. Their selection of overt and null subject pronouns was compared to native speakers from the study abroad region as well as to learners and native speakers in previous research in a US university context. Results suggest that learners with higher rates of self-reported contact with native speakers while abroad approximate the Valencian native speaker norms more at the end of study abroad than those who report fewer contact hours. However, differences between the groups at the beginning of study abroad indicate that characteristics other than contact hours also differentiate the two learner groups.
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McDermott, Kathleen B., and Christopher L. Zerr. "Individual Differences in Learning Efficiency." Current Directions in Psychological Science 28, no. 6 (October 3, 2019): 607–13. http://dx.doi.org/10.1177/0963721419869005.

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Most research on long-term memory uses an experimental approach whereby participants are assigned to different conditions, and condition means are the measures of interest. This approach has demonstrated repeatedly that conditions that slow the rate of learning tend to improve later retention. A neglected question is whether aggregate findings at the level of the group (i.e., slower learning tends to improve retention) translate to the level of individual people. We identify a discrepancy whereby—across people—slower learning tends to coincide with poorer memory. The positive relation between learning rate (speed of learning) and retention (amount remembered after a delay) across people is referred to as learning efficiency. A more efficient learner can acquire information faster and remember more of it over time. We discuss potential characteristics of efficient learners and consider future directions for research.
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Charoento, Mongkol. "Individual Learner Differences and Language Learning Strategies." Contemporary Educational Researches Journal 7, no. 2 (July 27, 2017): 57–72. http://dx.doi.org/10.18844/cerj.v7i2.875.

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This study aimed to investigate what language learning strategies were frequently used by English as a foreign language undergraduates at a public university in Bangkok, Thailand and the significant differences in the use of language learning strategies based on individual differences, including gender and self-rated English proficiency. The research was conducted with 392 Thai undergraduates through administering a quantitative method. Instruments for the study included a demographic questionnaire and Oxford’s Strategy Inventory for Language Learning. The findings revealed that research participants reported a low-to-medium use of language learning strategy. The strategies most used by learners were compensation strategies while the least were cognitive strategies. Regarding gender differences, female participants used the all six strategy categories more than did the male counterparts. The results also demonstrated that participants with different English proficiency employed learning strategies at different levels with a statistical significance at .05 in almost six strategies, except affective strategies. Research participants who were good at English most used metacognitive while social strategies were most used by participants with less English proficiency.
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Olloyor qizi, Yuldosheva Charos, Alimjanova Shohsanam Azamat qizi, and Anvarova Sarvinoz Jumanazar qizi. "Educational and cultural background as a learner individual difference and the role of motivation in learning." International Journal on Integrated Education 2, no. 4 (September 19, 2019): 14–15. http://dx.doi.org/10.31149/ijie.v2i4.99.

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In the literature of learner characteristics in applied linguistics, learning attitudes, strategies and motivation have received most attention. These learner individual difference variables have usually been seen as background learner variables that modify and personalize the overall trajectory of the language acquisition processes (Dörnyei, 2009).It means the individual differences of learner affect the learning and teaching process. And also, without any motivation or positive attitude, there can hardly be a successful process of learning. The question why people learn foreign languages can be put forward.A variety of factors can create a desire to learn. Perhaps the learners love the subject they have chosen, or maybe they are simply interested in seeing what it is like. Perhaps, as with young children, they just happen to be curious about everything, including learning. So, there are given some results of research on individual learner differences and the role of motivation in learning
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Scielzo, Sandro, Stephen M. Fiore, and Haydee M. Cuevas. "Investigating Individual Differences and Instructional Efficiency in Computer-Based Training Environments." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 13 (September 2005): 1251–55. http://dx.doi.org/10.1177/154193120504901308.

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This study assessed the extent to which a guided learner-generated questioning strategy could facilitate the acquisition of task-relevant knowledge and improve the instructional efficiency of a computer-based training program for a complex dynamic distributed decision-making task. This study also investigated how individual differences in verbal comprehension ability may interact with this instructional strategy to impact post-training outcomes. Overall, results highlighted the importance of learner aptitudes in complex task training and also showed that the effect of the instructional strategy on knowledge acquisition and the training programa” instructional efficiency was strongest for learners with low verbal comprehension ability. Implications for the design of adaptive learning systems are discussed
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Alhajri, Rana, Ahmed A. Alhunaiyyan, and Eba' AlMousa. "Understanding the Impact of Individual Differences on Learner Performance Using Hypermedia Systems." International Journal of Web-Based Learning and Teaching Technologies 12, no. 1 (January 2017): 1–18. http://dx.doi.org/10.4018/ijwltt.2017010101.

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In recent studies, there has been focus on understanding learner performance and behaviour using Web-Based Instruction (WBI) systems which accommodate individual differences. Studies have investigated the performance of these differences individually such as gender, cognitive style and prior knowledge. In this article, the authors describe a case-study using a large student user base. They analysed the performance of combinations of individual differences to investigate how each investigated item influenced learning performance. The data was filtered to validate the data mining findings in order to investigate the sensitivity of the results. Moving data threshold was used to evaluate their findings and to understand what could affect the performance. The authors found that certain combinations of individual differences altered a learner's performance level significantly using Data mining techniques. They conclude that designers of WBI applications need to consider the combination of individual differences rather than considering them individually in measuring learners' performance.
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Dissertations / Theses on the topic "Individual learner differences"

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Zhao, Yinan. "Individual Differences in Adolescents’ Driving Practice during the Learner Stage." ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2209.

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The implementation of Graduated Driver Licensing (GDL) policies has reduced the rate of car crashes among adolescents. However, limited research has focused on adolescents’ supervised driving during the learner permit stage of GDL. The study aimed to describe supervised driving practice during the learner permit stage and to test predictors of individual differences in the amount and the quality of supervised driving. 183 adolescents (M age = 16.4 years, 54.1% female) and their parents (84.1% mothers) participated. Adolescents reported driving an average of 25 minutes per day. Adolescents living in single-parent households, with less family income, and with a stronger motivation to drive reported more daily driving. Adolescents with a stronger motivation to drive reported driving in more settings. Discussion focuses on implications for developing effective driving-specific parenting strategies and helping to enrich adolescents’ supervised driving experiences.
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Chen, Sherry Yu-Hua. "The role of individual differences and levels of learner control in hypermedia environments." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324461.

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Baldwin, Lynne P. "Strategies and individual learner differences in the learning of programming : a study of perception and belief." Thesis, Brunel University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311543.

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Kikuchi, Keita. "LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157753.

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CITE/Language Arts
Ed.D.
The primary purpose of this study is to investigate external and internal factors that act as learning demotivators that can discourage students from learning in Japanese high school English classrooms. More than 1,200 students responded to two questionnaires designed to measure five external demotivators, Teachers, Characteristics of Classes, Experiences of Failure, Class Environment, Class Materials, and one internal demotivator, Learners‘ Lack of Interest. Using the Rasch rating scale model and confirmatory factor analysis, the questionnaire results were analyzed to test the inter-relationships among the six hypothesized demotivators. Qualitative data were also obtained from an open-ended questionnaire asking the participants what demotivated them from learning. Two models, a six-factor and a four-factor demotivation model, were tested. As the four-factor model displayed slightly better fit than the six-factor model, it was selected as the final model. In this model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty (b = .74), which was followed by Class Environment (b = .72), and Loss of Interest (b = .71). In contrast to the findings of previous studies, teachers‘ direct behaviors (b = .51) were the least influential of all the demotivators studied. In a follow up study, relationships between the teacher ratings of students‘ motivation, the students‘ perception of their current motivational level and their motivation in high school were investigated. Although it was anticipated that students‘ self-reported motivational states and teacher ratings of students‘ motivation would have a reasonably strong relationship, a series of regression analyses indicated that the teacher rating of students‘ motivation was not significantly related to either motivational level. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students might feel otherwise. The first important finding concerned the two hypothesized demotivation models that were tested using confirmatory factor analysis. In the final four-factor model, the first-order latent variable that best explained Demotivation was Experiences of Difficulty followed by Loss of Interest, and Class Environment. In contrast to the findings of previous studies, teachers‘ direct behaviors were the least influential of all the demotivators studied. The results revealed that Japanese high school English learners can become demotivated due to difficult experiences they encounter or loss of interest in studying in the classroom. While influences from teacher behaviors can also cause demotivation, it appears that the approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation. The second important findings concerned group differences. The high and low motivation groups and the male and female groups differed in their perceptions of Class Environment. However, no statistically significant differences were found among the first- and second-year groups, and the students attending academic and non-academic schools. The third finding was from the follow-up study. It was found that the teacher rating of students‘ motivation is not related to the students‘ perception of their current motivational level and their motivation in high school time. While students might appear to be motivated in the classroom from the teachers‘ point of view, the students‘ perception of their current motivational level and their motivation in high school can differ greatly. Overall, the results revealed that Japanese high school English learners can become demotivated due to the difficulties they experience in the English language classroom, or a loss of interest in classroom study. While influences from teacher behaviors can also cause demotivation, this study shows that an approach or materials that focus on difficult reading passages and/or vocabulary cause the strongest sense of demotivation.
Temple University--Theses
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Motiei, Golnaz. "Learner perceptions of emotions in the foreign language classroom: a one-year study of the connections between anxiety, enjoyment, performance and individual differences in adult education." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667129.

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Emotions, both positive and negative, play an important role in foreign language learning. However, whereas a great number of studies have investigated the construct and sources of negative emotions such as foreign language classroom anxiety (FLCA) in second language learning, whereas less attention has been paid to the construct and sources of positive emotions such as foreign language enjoyment (FLE). The aims of this one-year longitudinal study are: (1) to determine the level of FLCA and FLE among adult EFL learners; (2) to explore the progress of the relationship between FLCA and FLE throughout the academic year; (3) to gauge the effect of FLCA and FLE on adult learners’ performance in EFL, measuring their grammatical accuracy and communicative skills; (4) to examine the relationship between FLCA and FLE and a range of individual variables (age, gender, proficiency levels, study abroad experience, language repertoire, age they started learning English, educational levels and speaking English outside the classroom; and, (5) to explore the sources of FLCA and FLE that students experience in class from the point of view of students and their teachers. The data for the study was gathered at two public language schools (known in Catalan as Escola Oficial d’Idiomes or EOI) in the Barcelona area at the beginning and at the end of the academic year 2015-2016. In total, 237 bilingual Spanish/Catalan EFL learners at different proficiency levels (B1, B2, C1) with an age range between 16 to 68 participated. The quantitative and qualitative data was obtained through three sections of a questionnaire, a language test and a semi-structured interview. Results indicate that 1) Students experienced FLCA and FLE from time to time and they experienced more FLE than FLCA at the beginning and at the end of the year in addition, they experienced higher levels of anxiety at the beginning of the year than at the end, whereas there was no significant difference between the level of FLE at the beginning and at the end of the year. 2) There was a significant negative relationship between FLCA and FLE that became weaker at the end of the academic year. 3) FLE had a significant positive effect on students’ performance, and FLCA had a significant negative effect. Regarding the individual variables, there were mixed results. Some variables were not significant at all, such as age and educational level; and others changed throughout the course, such as gender or speaking English outside the classroom. 5) The sources of FLCA and FLE reported by language learners and teachers were connected to classroom-related factors; learner-related factors or teacher-related factors. This current study extended several other previous studies and contributed new aspects to FLCA and FLE: while as speculated, FLCA had a detrimental effect on the language learning process, there was evidence that FLE can facilitate language learning. Language instructors must therefore be aware of the presence of FLCA and FLE so they can find various ways to minimise FLCA and increase students’ FLE.
Las emociones, tanto positivas como negativas, juegan un papel muy importante en el aprendizaje. A pesar de ello, la mayoría de estudios sobre las emociones en adquisición de lenguas se centran en las emociones negativas, con menos atención dedicada a las positivas. Por ello, el presente estudio pretende: (1) determinar el nivel de FLCA y de FLE entre estudiantes adultos de inglés como lengua extranjera; (2) explorar la relación entre estos dos constructos a lo largo de un curso académico; (3) medir su efecto en los resultados académicos de los estudiantes en un examen de corrección gramatical y competencia comunicativa; (4) examinar cómo se relacionan con otras variables individuales (edad, género, nivel de lengua, experiencias en otros países, repertorio lingüístico, edad a la que comenzaron a estudiar inglés, nivel educativo y uso del inglés fuera del aula); y, (5) explorar las fuentes de FLCA y FLE desde el punto de vista de profesores y estudiantes. Para ello contamos con los datos de 237 estudiantes de inglés como lengua extranjera y 3 de sus profesores en dos EOI del área metropolitana de Barcelona, recogidos durante el curso 2015-16 a través de un cuestionario, una prueba de nivel y entrevistas. Los resultados indican que (1) se reporta más FLE que FLCA al principio y al final del curso, y niveles más altos de FLCA al principio del curso, mientras que el nivel de FLE no cambia significativamente; (2) hay una relación significativa negativa entre FLCA y FLE, que se hace más débil al final de curso; (3) ambas emociones tienen un efecto significativo y opuesto sobre los resultados de los estudiantes; (4) la relación entre ambas emociones y otras variables individuales ofrece resultados poco concluyentes, ya que algunas variables no son significativas y otras cambian a lo largo del curso; y, (5) las emociones reportadas surgen del contexto, los propios aprendices y los profesores. A través de este estudio, hemos explorado los resultados de otros estudios en el contexto del aprendizaje de adultos, y hemos contribuido a los datos aportados por otros autores: FLCA tiene un efecto negativo sobre el aprendizaje de lenguas, mientras que FLE contribuye a su mejora. Por tanto, es importante que los profesores sean conscientes del rol que juegan estas emociones y desarrollen estrategias para gestionarlas.
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Granger, Benjamin P. "Enhancing Training Outcomes in the Context of e-Learning: The Impact of Objective Learner Control, Training Content Complexity, Cognitive Load, Learning Goal Orientation, and Metacognitive Strategies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4326.

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Learner-controlled e-learning has become a preferred medium for the delivery of organizational training. While e-learning offers organizations and trainees many advantages, it also comes with several potential disadvantages. The aim of this study was to explore the relative efficacy of learner- and program-controlled e-learning for content that differs in its complexity. This study also explored cognitive load as a differential mediator of the interaction between learner control and training content complexity for predicting cognitive and behavioral learning outcomes. Finally, learning goal orientation was explored as a motivational individual difference that helps learners cope with complex, learner-controlled e-learning environments. Results suggest that while there is little difference between learners in learner- and program-controlled e-learning environments for content that is relatively simple in nature, complex, learner-controlled e-learning environments are detrimental to cognitive learning relative to complex, program-controlled environments. Moreover, the results suggest that this interaction is differentially mediated by cognitive load, suggesting that complex, learner-controlled environments induce high cognitive demands onto learners which ultimately inhibit cognitive learning. Finally, learning goal orientation was identified as more facilitative individual difference in learner-controlled e-learning environments relative to program-controlled and simple training environments. Theoretical and practical implications of these findings are also discussed.
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Gao, Mingyi. "A theoretical model for the effectiveness of project-based learning in engineering design education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9563.

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The main focus of this thesis is on the effectiveness of project-based learning (PBL) in engineering design. The literature review has shown that there is much confusion and ongoing arguments concerning the implementation of PBL in engineering design, and there lacks consensus on its effectiveness. Little research has been done on providing measurable metrics of PBL effectiveness, not to mention discovering the optimal PBL and its underlying mechanisms based on solid educational theories and rigorous research methodology. In this thesis, the measurement of the optimal PBL effectiveness (effect) is studied and a theoretical model of PBL is built in order to identify parameters (cause) controlling the effectiveness and to study the interplay between effectiveness and the parameters. The model is built through three main phases, with a combination of qualitative and quantitative research methods. In phase one, the effectiveness of PBL is studied from the perspectives of the engineering design lecturers and engineering graduates by interviews, which is used to represent effect (Y axis) of the model. In phase two, on the basis of self-directed learning theory (SDL) and learner engagement theory,two key parameters of PBL, i.e. SDL and learner engagement, are identified and quantified respectively to represent cause (X axis) of the model. With the key parameters of PBL (X axis) and PBL effectiveness (Y axis) obtained, a theoretical model of PBL is proposed. The model is verified by means of experiments (student self-reported surveys). A specified Moving Average Method (MAM) is used for data analysis and findings demonstrate different trends of the relations between SDL and PBL effectiveness, and between learner engagement and PBL effectiveness. Consequently, a 3D model of PBL is built by combining the data in aforementioned 2D models,through which the optimal PBL effectiveness in 3D are identified and measured and the interplay between different parameters are found. In phase three, in order to find out more delicate features in PBL ignored by MAM, the dynamic interaction of individual differences in PBL teamwork is explored by the ethnological method (including participant observations and interviews), which is conducted as a supplement to the model of PBL. The theoretical model of PBL effectiveness proposed in this thesis is novel and groundbreaking. Firstly, a series of 2D and 3D models are presented and the relations between SDL, learner engagement and PBL effectiveness are revealed for the first time, which provides guidance for the optimal PBL measurement and implementation. Secondly, a qualitatively-quantitatively-combined strategy is used to discover the mechanisms controlling optimal PBL at different scales. Thirdly, the experiments verifying the model provide fresh quantitative insight into optimal PBL. In summary, the research in this thesis opens up a new research methodology for studying PBL effectiveness, which makes contribution to the educational field as well. Keywords: Project-based learning, Self-directed learning, Learner engagement, Optimal PBL effectiveness, 3D model, Individual differences, Engineering design, Pedagogy.
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Rourke, J. A. "Learned helplessness and individual differences /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr862.pdf.

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Mistar, Junaidi 1967. "Strategies of Indonesian learners of English across individual differences." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8067.

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Blancas, Muñoz Maria. "Knowing what you know: a pedagogical model based on learners’ metacognitive abilities." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/670750.

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Students’ metacognition, that is, the ability to accurately assess one’s skill level and to update one’s internal model of those skills, is a crucial educational factor, as it can help students selfregulate their learning. The purpose of this thesis is to assess how individuals’ metacognitive abilities relate to learning processes and outcomes in STEM-related tasks. It also highlights how they relate to students’ characteristics, as their gender. This thesis also presents the first steps towards a methodology to teach programming and robotics to elementary-school children and a study on digital technologies in museums to present historical content. Finally, it also explores prediction and collaborative behaviour in young adults in the autistic spectrum, and how this behaviour is self-perceived during a collaborative task with an artificial agent.
Las capacidades metacognitivas de los/as estudiantes (la habilidad de evaluar con precisión las capacidades de uno/a mismo/a y de actuar con nuestro modelo interno de estas capacidades) es un factor educativo crucial, ya que puede ayudar a los/as estudiantes a autorregular su proceso de aprendizaje. El objetivo de esta tesis es evaluar como las habilidades metacognitivas de los/as estudiantes se relacionan con su proceso de aprendizaje y resultados en tareas STEM (Ciencia, tecnología, ingeniería y matemáticas). También investiga cómo se relacionan estas capacidades con sus características, como el género. Esta tesis también presenta los primeros pasos para desarrollar una metodología para enseñar programación y robótica a niños/as de primaria y un estudio sobre tecnologías digitales en museos para mostrar contenido histórico. Finalmente, explora también procesos de predicción y colaboración en adultos jóvenes dentro del espectro autista y cómo perciben su comportamiento durante una actividad colaborativa con un agente sintético.
Les capacitats metacognitives dels/les estudiants (l’habilitat d’avaluar amb precisió els capacitats d’un mateix i d’actualitzar el nostre model intern d’aquestes capacitats) és un factor educatiu crucial, ja que pot ajudar els/les estudiants a autoregular el seu procés d’aprenentatge. L’objectiu d’aquesta tesi és avaluar com les habilitats metacognitives dels/les estudiants es relacionen amb el seu procés d’aprenentatge i resultat en tasques STEM (ciència, tecnologia, enginyeria i matemàtiques). També investiga com es relacionen amb les seves característiques, com el gènere. Aquesta tesi també presenta els primers passos per desenvolupar una metodologia per ensenyar programació i robòtica a nens/es de primària i un estudi sobre tecnologies digitals en museus per mostrar contingut històric. Finalment, també explora processos de predicció i col·laboració en adults joves dintre de l’espectre autista i com perceben seu comportament durant una activitat col·laborativa amb un agent sintètic.
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Books on the topic "Individual learner differences"

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Arabski, Janusz. Individual learner differences in SLA. Bristol: Multilingual Matters, 2011.

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Arabski, Janusz, and Adam Wojtaszek, eds. Individual Learner Differences in SLA. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355.

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The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, 2006.

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Individual learners: Personality differences in education. London: Routledge, 1997.

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Drenoyianni, Helen. Interactive multimedia encyclopaedias and learners' individual differences: A study of secondary pupils' views of performance, searching, processing, and reporting straegies in the use of Microsoft "Encarta", with particular emphasis on the effects of gender,cognitive style and approach to learning. Birmingham: University of Birmingham, 1999.

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The Psychology of the Language Learner: Individual Differences in Second Language Acquisition (Second Language Acquisition Research). Lawrence Erlbaum Associates, 2005.

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Stefaniak, Jill E. Self-Regulated Learners: Strategies, Performance, and Individual Differences. Nova Science Publishers, Incorporated, 2018.

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LeFevre, Jo-Anne, Emma Wells, and Carla Sowinski. Individual Differences in Basic Arithmetical Processes in Children and Adults. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.005.

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This chapter describes the four main sources of individual differences in arithmetic that have been identified through research with children and adults. Numerical quantitative knowledge invokes basic cognitive processes that are either numerically specific or are recruited to be used in quantitative tasks (e.g. subitizing, discrimination acuity for approximate quantities). Attentional skills, including executive attention and various aspects of working memory are important, especially for more complex procedures. Linguistic knowledge is used within arithmetic to learn number system rules and structures, specific number words, and in developing and executing counting processes. Strategic abilities, which may reflect general planning and awareness skills, are involved in selecting procedures and solving problems adaptively. Other important sources of individual differences include automaticity of knowledge related to practice, experiences outside school, and the specific language spoken. Suggestions are made for further research that would be helpful in establishing a full picture of individual differences in arithmetic.
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Ottati, Victor, and Chase Wilson. Open-Minded Cognition and Political Thought. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.143.

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Dogmatic or closed-minded cognition is directionally biased; a tendency to select, interpret, and elaborate upon information in a manner that reinforces the individual’s prior opinion or expectation. Open-minded cognition is directionally unbiased; a tendency to process information in a manner that is not biased in the direction of the individual’s prior opinion or expectation. It is marked by a tendency to consider a variety of intellectual perspectives, values, attitudes, opinions, or beliefs—even those that contradict the individual’s prior opinion. Open-Minded Cognition is assessed using measures that specifically focus on the degree to which individuals process information in a directionally biased manner. Open-Minded Cognition can function as an individual difference characteristic that predicts a variety of social attitudes and political opinions. These include attitudes toward marginalized social groups (e.g., racial and ethnic minorities), support for democratic values, political ideology, and partisan identification. Open-Minded Cognition also possesses a malleable component that varies across domains and specific situations. For example, Open-Minded Cognition is higher in the political domain than religious domain. In addition, Open-Minded Cognition is prevalent in situations where individuals encounter plausible arguments that are compatible with conventional values, but is less evident when individuals encounter arguments that are extremely implausible or that contradict conventional values. Within a situation, Open-Minded Cognition also varies across social roles involving expertise. Because political novices possess limited political knowledge, social norms dictate that they should listen and learn in an open-minded fashion. In contrast, because political experts possess extensive knowledge, social norms dictate that they are entitled to adopt a more dogmatic cognitive orientation when listening to a political communication.
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Mikulincer, Mario, and Phillip R. Shaver. Adult Attachment and Compassion. Edited by Emma M. Seppälä, Emiliana Simon-Thomas, Stephanie L. Brown, Monica C. Worline, C. Daryl Cameron, and James R. Doty. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190464684.013.7.

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According to attachment theory (Bowlby, 1973, 1982), the optimal functioning of the attachment behavioral system and the resulting sense of security in dealing with life’s challenges and difficulties facilitate the functioning of other behavioral systems, including the caregiving system that governs the activation of prosocial behavior and compassionate acts of helping needy others. In this chapter, we focus on what we have learned about the interplay of the attachment and caregiving systems and their effects on compassion and altruism. We begin by explaining the behavioral system construct in more detail and show how individual differences in a person’s attachment system affect the functioning of the caregiving system. We review examples from the literature on attachment, focusing on what attachment theorists call providing a “safe haven” for needy others. We then review studies that have shown how individual differences in attachment affect empathy, compassion, and support provision.
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Book chapters on the topic "Individual learner differences"

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Lennon, Paul. "Individual Learner Differences." In The Foundations of Teaching English as a Foreign Language, 59–89. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-3.

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Arabski, J., and A. Wojtaszek. "Introduction." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, xv—xvii. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-002.

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Wolff, D. "Chapter 1. Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict?" In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 3–16. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-003.

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Pawlak, M. "Chapter 2. Research into Language Learning Strategies: Taking Stock and Looking Ahead." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 17–37. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-004.

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Bedir, H. "Chapter 3. Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 41–53. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-005.

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Stec, M., and A. Studenska. "Chapter 4. Learning Autonomy Support by Foreign Language Teachers." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 54–73. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-006.

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Studenska, A. "Chapter 5. Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Language Learning." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 74–92. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-007.

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Mystkowska-Wiertelak, A. "Chapter 6. The Development of Implicit Knowledge through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 95–109. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-008.

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Otwinowska-Kasztelanic, A. "Chapter 7. Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 110–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-009.

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Piechurska-Kuciel, E. "Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction." In Individual Learner Differences in SLA, edited by Janusz Arabski and Adam Wojtaszek, 129–45. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694355-010.

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Conference papers on the topic "Individual learner differences"

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Eagle, Michael, Albert Corbett, John Stamper, Bruce M. McLaren, Ryan Baker, Angela Wagner, Benjamin MacLaren, and Aaron Mitchell. "Predicting Individual Differences for Learner Modeling in Intelligent Tutors from Previous Learner Activities." In UMAP '16: User Modeling, Adaptation and Personalization Conference. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930238.2930255.

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Hongxia, Li, Zhao Chengling, Jiang Zhihui, Huang Yan, and Shu Fengfang. "A Study on Individual Differences in Learner Perceived Teacher Support in Online Learning." In 2018 Seventh International Conference of Educational Innovation through Technology (EITT). IEEE, 2018. http://dx.doi.org/10.1109/eitt.2018.00035.

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Ru’iya, Sutipyo, Hanif Cahyo Adi Kistoro, and Sutarman. "Educating with Paying Attention to Individual Differences: Case Study of Slow Learner Students in Inclusion School." In 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210304.026.

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Yao, Bingxu. "Research on learners’ Individual Differences and the Second Language Acquisition." In Proceedings of the 2nd International Conference on Humanities Education and Social Sciences (ICHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichess-19.2019.81.

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"The Extent of Accommodating Individual Learners ‘Differences in EFL Classes at CUE." In International Visible Conference on Educational Studies and Applied Linguistics. Tishk International University, 2021. http://dx.doi.org/10.23918/vesal2021v19.

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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Akhuseyinoglu, Kamil, and Peter Brusilovsky. "Data-Driven Modeling of Learners’ Individual Differences for Predicting Engagement and Success in Online Learning." In UMAP '21: 29th ACM Conference on User Modeling, Adaptation and Personalization. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3450613.3456834.

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Li, Grace, and Bruce N. Walker. "Mixed Speech and Non-speech Auditory Displays: Impacts of Design, Learning, and Individual Differences in Musical Engagement." In ICAD 2019: The 25th International Conference on Auditory Display. Newcastle upon Tyne, United Kingdom: Department of Computer and Information Sciences, Northumbria University, 2019. http://dx.doi.org/10.21785/icad2019.019.

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Information presented in auditory displays is often spread across multiple streams to make it easier for listeners to distinguish between different sounds and changes in multiple cues. Due to the limited resources of the auditory sense and the fact that they are often untrained compared to the visual senses, studies have tried to determine the limit to which listeners are able to monitor different auditory streams while not compromising performance in using the displays. This study investigates the difference between non-speech auditory displays, speech auditory displays, and mixed displays; and the effects of the different display designs and individual differences on performance and learnability. Results showed that practice with feedback significantly improves performance regardless of the display design and that individual differences such as active engagement in music and motivation can predict how well a listener is able to learn to use these displays. Findings of this study contribute to understanding how musical experience can be linked to usability of auditory displays, as well as the capability of humans to learn to use their auditory senses to overcome visual workload and receive important information.
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Saade, Raafat, Fassil Nebebe, and Tak Mak. "Canada - China Cultural Differences in E-learning: A Motivation Perspective." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3346.

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There are relatively few empirical studies that examine cultural differences in students’ beliefs and use of web-based learning systems. Asian and Western countries have different systems of thought which are rooted in their respective national culture. Although there are a number of theories to explain individuals’ behavior within different cultures, there are few that focused on web-based learning differences. In this study, we investigate the motivational differences among Chinese and Canadian online learners. We enhance our body of knowledge in two respects: moderating and mediating effects of intrinsic motivation in the two groups and the use of the ‘cognitive system of thought’ theory to extract meaning from the results.
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Bollegala, Danushka, Kohei Hayashi, and Ken-ichi Kawarabayashi. "Think Globally, Embed Locally --- Locally Linear Meta-embedding of Words." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/552.

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Distributed word embeddings have shown superior performances in numerous Natural Language Processing (NLP) tasks. However, their performances vary significantly across different tasks, implying that the word embeddings learnt by those methods capture complementary aspects of lexical semantics. Therefore, we believe that it is important to combine the existing word embeddings to produce more accurate and complete meta-embeddings of words. For this purpose, we propose an unsupervised locally linear meta-embedding learning method that takes pre-trained word embeddings as the input, and produces more accurate meta embeddings. Unlike previously proposed meta-embedding learning methods that learn a global projection over all words in a vocabulary, our proposed method is sensitive to the differences in local neighbourhoods of the individual source word embeddings. Moreover, we show that vector concatenation, a previously proposed highly competitive baseline approach for integrating word embeddings, can be derived as a special case of the proposed method. Experimental results on semantic similarity, word analogy, relation classification, and short-text classification tasks show that our meta-embeddings to significantly outperform prior methods in several benchmark datasets, establishing a new state of the art for meta-embeddings.
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Reports on the topic "Individual learner differences"

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Verburg, Peter H., Žiga Malek, Sean P. Goodwin, and Cecilia Zagaria. The Integrated Economic-Environmental Modeling (IEEM) Platform: IEEM Platform Technical Guides: User Guide for the IEEM-enhanced Land Use Land Cover Change Model Dyna-CLUE. Inter-American Development Bank, September 2021. http://dx.doi.org/10.18235/0003625.

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The Conversion of Land Use and its Effects modeling framework (CLUE) was developed to simulate land use change using empirically quantified relations between land use and its driving factors in combination with dynamic modeling of competition between land use types. Being one of the most widely used spatial land use models, CLUE has been applied all over the world on different scales. In this document, we demonstrate how the model can be used to develop a multi-regional application. This means, that instead of developing numerous individual models, the user only prepares one CLUE model application, which then allocates land use change across different regions. This facilitates integration with the Integrated Economic-Environmental Modeling (IEEM) Platform for subnational assessments and increases the efficiency of the IEEM and Ecosystem Services Modeling (IEEMESM) workflow. Multi-regional modelling is particularly useful in larger and diverse countries, where we can expect different spatial distributions in land use changes in different regions: regions of different levels of achieved socio-economic development, regions with different topographies (flat vs. mountainous), or different climatic regions (dry vs humid) within a same country. Accounting for such regional differences also facilitates developing ecosystem services models that consider region specific biophysical characteristics. This manual, and the data that is provided with it, demonstrates multi-regional land use change modeling using the country of Colombia as an example. The user will learn how to prepare the data for the model application, and how the multi-regional run differs from a single-region simulation.
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