Handbook of Individual Differences, Learning, and Instruction

Handbook of Individual Differences, Learning, and Instruction

by David H. Jonassen, Barbara L. Grabowski, Jonassen
     
 

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

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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:
09/28/1993
Pages:
506
Product dimensions:
6.10(w) x 9.10(h) x 1.30(d)
Lexile:
1410L (what's this?)

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Table of Contents

Introduction
Pt. IIndividual Differences in Learning and Instruction1
1Individuals, Differences, and Learning3
2Individual Differences and Instruction19
3Adapting Instruction to Individual Differences and Learning Outcomes35
Pt. IIIntelligence: Mapping Mental Abilities43
4Second-Order Mental Abilities: Cattell's Crystalized/Fluid Intelligence53
5Thurstone's Primary Mental Abilities63
6Guilford's Structure of the Intellect73
Pt. IIICognitive Controls83
7Field Dependence and Field Independence (Global vs. Articulated Style)87
8Cognitive Flexibility (Constricted vs. Flexible Control)105
9Impulsivity/Reflectivity. Cognitive Tempo113
10Focal Attention (Scanning vs. Focusing)127
11Category Width (Breadth of Categorizing)137
12Cognitive Complexity/Simplicity149
13Automization (Strong vs. Weak Automatization)165
Pt. IVCognitive Styles173
14Visual/Haptic177
15Visualizer/Verbalizer191
16Leveling/Sharpening201
17Serialist/Holist209
18Conceptual Style (Analytical/Relational)221
Pt. VLearning Styles233
19Hills Cognitive Style Mapping235
20Kolb's Learning Styles249
21Dunn & Dunn Learning Styles263
22Grasha-Reichman Learning Styles281
23Gregorc Learning Styles289
Pt. VIPersonality Types and Learning303
24Anxiety309
25Tolerance for Unrealistic Experiences325
26Ambiguity Tolerance333
27Frustration Tolerance343
28Locus of Control351
29Extroversion and Introversion367
30Achievement Motivation381
31Risk Taking versus Cautiousness403
Pt. VIIPrior Knowledge417
32Prior Knowledge and Achievement419
33Structural Knowledge433
Author Index449
Subject Index467

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