Handbook of Individual Differences, Learning, and Instruction

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

• ISBN13: 9780805814132
• ISBN10: 0805814132
• Format: Paperback
• Copyright: 1993-09-01
• Publisher: Routledge

Summary

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.

Table of Contents

Dedication	p. vii
Acknowledgments	p. vii
Introduction	p. viii
References	p. xvii
Individual Difference in Learning and Instruction	p. 1
Individuals, Differences, and Learning	p. 3
Conclusion	p. 16
References	p. 17
Individual Differences and Instruction	p. 19
Conclusion	p. 30
References	p. 31
Adapting Instruction to Individual Differences and Learning Outcomes	p. 35
Introduction	p. 35
References	p. 41
Intelligence: Mapping Mental Abilities	p. 43
Introduction	p. 43
Conclusion	p. 50
References	p. 51
Second-Order Mental Abilities	p. 53
References	p. 60
Thurston's Primary Mental Abilities	p. 63
References	p. 71
Guilford's Structure of the Intellect	p. 73
References	p. 81
Introduction	p. 83
Cognitive Controls	p. 83
References	p. 85
Field Dependence and Field Independence (Global vs. Articulated Style)	p. 87
References	p. 98
Cognitive Flexibility (Constricted vs. Flexible Control)	p. 105
References	p. 110
Bibliography	p. 111
Impulsivity/Reflectivity (Cognitive Tempo)	p. 113
References	p. 121
Focal Attention (Scanning vs. Focusing)	p. 127
References	p. 134
Category Width (Breadth of Categorizing)	p. 137
References	p. 145
Cognitive Complexity/Simplicity	p. 149
References	p. 160
Automatization (Strong vs. Weak Automatization)	p. 165
References	p. 170
Cognitive Styles	p. 173
References	p. 175
Visual/Haptic	p. 177
References	p. 186
Bibliography	p. 188
Visualizer/Verbalizer	p. 191
References	p. 198
Leveling/Sharpening	p. 201
References	p. 207
Serialist/Holist	p. 209
References	p. 217
Conceptual Style (Analytical/Relational)	p. 221
References	p. 229
Learning Styles	p. 233
Hill's Cognitive Style Mapping	p. 235
References	p. 245
Kolb's Learning Styles	p. 249
References	p. 260
Dunn & Dunn Learning Styles	p. 263
References	p. 274
Grasha-Riechmann Learning Styles	p. 281
References	p. 287
Gregorc Learning Styles	p. 289
References	p. 300
Personality Types and Learning	p. 303
References	p. 307
Anxiety	p. 309
References	p. 321
Tolerance for Unrealistic Experiences	p. 325
References	p. 331
Ambiguity Tolerance	p. 333
References	p. 340
Frustration Tolerance	p. 343
References	p. 349
Locus of Control	p. 351
References	p. 362
Extroversion and Introversion	p. 367
References	p. 377
Achievement Motivation	p. 381
References	p. 396
Risk Taking Versus Cautiousness	p. 403
References	p. 414
Prior Knowledge	p. 417
Prior Knowledge and Achievement	p. 419
References	p. 427
Structural Knowledge	p. 433
References	p. 445
Author Index	p. 449
Subject Index	p. 467
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