Handbook of Individual Differences, Learning, and Instruction

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Overview

Written for teachers, trainers, and instructional designers — anyone who is responsible for designing or preparing instruction — this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners.

Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.

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Product Details

  • ISBN-13: 9780805814125
  • Publisher: Taylor & Francis
  • Publication date: 9/28/1993
  • Pages: 512
  • Lexile: 1410L (what's this?)
  • Product dimensions: 6.10 (w) x 9.10 (h) x 1.30 (d)

Table of Contents

Introduction
Pt. I Individual Differences in Learning and Instruction 1
1 Individuals, Differences, and Learning 3
2 Individual Differences and Instruction 19
3 Adapting Instruction to Individual Differences and Learning Outcomes 35
Pt. II Intelligence: Mapping Mental Abilities 43
4 Second-Order Mental Abilities: Cattell's Crystalized/Fluid Intelligence 53
5 Thurstone's Primary Mental Abilities 63
6 Guilford's Structure of the Intellect 73
Pt. III Cognitive Controls 83
7 Field Dependence and Field Independence Global vs. Articulated Style 87
8 Cognitive Flexibility Constricted vs. Flexible Control 105
9 Impulsivity/Reflectivity. Cognitive Tempo 113
10 Focal Attention Scanning vs. Focusing 127
11 Category Width Breadth of Categorizing 137
12 Cognitive Complexity/Simplicity 149
13 Automization Strong vs. Weak Automatization 165
Pt. IV Cognitive Styles 173
14 Visual/Haptic 177
15 Visualizer/Verbalizer 191
16 Leveling/Sharpening 201
17 Serialist/Holist 209
18 Conceptual Style Analytical/Relational 221
Pt. V Learning Styles 233
19 Hills Cognitive Style Mapping 235
20 Kolb's Learning Styles 249
21 Dunn & Dunn Learning Styles 263
22 Grasha-Reichman Learning Styles 281
23 Gregorc Learning Styles 289
Pt. VI Personality Types and Learning 303
24 Anxiety 309
25 Tolerance for Unrealistic Experiences 325
26 Ambiguity Tolerance 333
27 Frustration Tolerance 343
28 Locus of Control 351
29 Extroversion and Introversion 367
30 Achievement Motivation 381
31 Risk Taking versus Cautiousness 403
Pt. VII Prior Knowledge 417
32 Prior Knowledge and Achievement 419
33 Structural Knowledge 433
Author Index 449
Subject Index 467
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