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Facilitating Learners > Individual Differences in Learning > Flashcards

Individual Differences in Learning Flashcards

1
Q

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

A

Intelligence

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2
Q

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.

A

ROBERT J. STERNBERG

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3
Q

STENBERG’S TRIARCHIC THEORY OF
INTELLIGENCE

A

Componential
Experential
Contextual

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4
Q

•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.

A

Analytical Thinking (Componential)

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5
Q

-Analytical Thinking
Control, monitor and evaluate cognitive processing.

A

Metacomponents

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6
Q

-Analytical Thinking

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

A

Performance

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7
Q

-Analytical Thinking

Are the process used in gaining and storing new knowledge.

A

Knowledge Acquisition

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8
Q

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

A

CREATIVE THINKING ( EXPERIENTIAL

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9
Q

-Creative Thinking

situation that you have never experienced.

A

Novelty

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10
Q

-Creative Thinking

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

A

Automation

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11
Q

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

A

PRACTICAL THINKING (CONTEXTUAL)

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12
Q

-Practical Thinking

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

A

Adaptation

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13
Q

-Practical Thinking

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

A

Shaping

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14
Q

-Practical Thinking

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

A

Selection

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15
Q

Multiple Intelligences

A

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

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16
Q

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

A

Emotional Intelligence (EQ)

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17
Q

PERKINS’ THEORY OF LEARNABLE
INTELLIGENCE

A

Neural
Experiential
Reflective

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18
Q

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

A

Neural

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19
Q

• The MORE
experience
the MORE the
experiential intelligence.

A

Experiential

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20
Q

• Be AWARE
of what is
happening
around you!

A

Reflective

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21
Q

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

A

Theories of Style

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22
Q

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

A

Cognitive Styles

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23
Q

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

A

Field Independent

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24
Q

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

A

Field Dependent

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25
Q

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.

A

Thinking Styles

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26
Q

2 groups of people

A

Analytics- Left Hemisphere, good at math

Holistics- Right Hemisphere, good at arts

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27
Q

4 groups of thinking style (Anthony
Gregor):

A
  1. Concrete Sequential Thinkers
  2. Concrete Random Thinkers
  3. Abstract Random Thinkers
  4. Abstract Sequential Thinkers
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28
Q

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

A

Concrete Sequential Thinkers

29
Q

the experimenters based on reality
more on trial and error approach

A

Concrete Random Thinkers

30
Q

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

A

Abstract Random Thinkers

31
Q

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

A

Abstract Sequential Thinkers

32
Q

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

A

Learning Style Preferences

33
Q

Learning Preferences (Richard Felder)

A
  1. Visual Learners
  2. Auditory Learners
  3. Kinesthetic Learners
34
Q

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

A

Visual Learners

35
Q

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

A

Auditory Learner

36
Q

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

A

Kinesthetic Learner

37
Q

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

A

Global Learners

38
Q

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

A

Sequential Learner

39
Q

4 Learning Style (Harry Silver, 2000)

A
  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
40
Q

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

A
  1. The Sensing - Thinking or Mastery
    Learner
41
Q

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

A
  1. The Intuitive Thinking or Understanding
    Learner
42
Q

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

A
  1. The Sensing Feeling or Interpersonal
    Learner
43
Q

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

A
  1. The Intuitive Feeling or Self-expressive
    Learner
44
Q

4 Learning Styles (David Kolb)

A
  1. Diverging
  2. Assimilating
  3. Converging
  4. Accommodating
45
Q

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

A

Diverging

46
Q

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

A

Assimilating

47
Q

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

A

Converging

48
Q

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

A

Accommodating

49
Q

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

A

Diversity in Learning

50
Q

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

A

Dyslexia

51
Q

difficulty in writing, spelling and written composition

A

Dysgraphia

52
Q

difficulty with math skills and math computation

A

Dyscalculia

53
Q

difficulty with motor planning

A

Dyspraxia

54
Q

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

A

Auditory Discrimination

55
Q

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

A

Visual Perception

56
Q

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

A

Attention Deficit Hyperactivity Disorder
(ADHD)

57
Q

3 Indicators of ADHD

A

Inattention
Hyperactivity
Impulsivity

58
Q

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

A

Visual Disabilities

59
Q

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

A

Hearing Disabilities

60
Q

• 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

A

Mental Disabilities

61
Q

• 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

A

Behavioral Disabilities

62
Q

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

A

Physical Disabilities

63
Q

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

A

Gifted Children

64
Q

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

A

Remembering

65
Q

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

A

Understanding

66
Q

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

A

Applying

67
Q

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

A

Analyzing

68
Q

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

A

Evaluating

69
Q

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.

A

Creating

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