Learning Preferences as an Index of Individual Differences in Cognitive Flexibility PDF Download
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Author: Hayley E. O'Donnell
Publisher:
ISBN:
Category : Adaptability (Psychology)
Languages : en
Pages : 0
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Book Description
A key question in the cognitive control literature involves determining the executive functions that mediate cognitive flexibility (CF) and the brain regions that support them. Recent perspectives have offered persuasive evidence suggesting that CF may be guided by low-level associative learning mechanisms. Empirical data have further shown that learning preferences may capture individual differences in CF. This thesis examines the prediction that CF is a function of individual differences in learning preference (i.e., whether one tends to employ an exploration relative to an exploitation learning strategy) and task demands. In Experiment 1, healthy native English speakers were administered three CF tasks that incorporate either (i) a shifting component, or (ii) a creative thinking component, or (iii) both shifting and creative thinking elements. A classic reward-based learning task was employed to determine each participant's learning style based on their response selection history during the task. Experiment 2 employed a similar paradigm to manipulate prefrontal cortex (PFC) engagement in CF using transcranial direct current stimulation (tDCS) and examined interactions between PFC involvement and learning strategy. The combined results of these studies offer new evidence regarding how learning preferences might capture individual differences in CF, while revealing the possible neural mechanisms that support it.
Author: Hayley E. O'Donnell
Publisher:
ISBN:
Category : Adaptability (Psychology)
Languages : en
Pages : 0
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Book Description
A key question in the cognitive control literature involves determining the executive functions that mediate cognitive flexibility (CF) and the brain regions that support them. Recent perspectives have offered persuasive evidence suggesting that CF may be guided by low-level associative learning mechanisms. Empirical data have further shown that learning preferences may capture individual differences in CF. This thesis examines the prediction that CF is a function of individual differences in learning preference (i.e., whether one tends to employ an exploration relative to an exploitation learning strategy) and task demands. In Experiment 1, healthy native English speakers were administered three CF tasks that incorporate either (i) a shifting component, or (ii) a creative thinking component, or (iii) both shifting and creative thinking elements. A classic reward-based learning task was employed to determine each participant's learning style based on their response selection history during the task. Experiment 2 employed a similar paradigm to manipulate prefrontal cortex (PFC) engagement in CF using transcranial direct current stimulation (tDCS) and examined interactions between PFC involvement and learning strategy. The combined results of these studies offer new evidence regarding how learning preferences might capture individual differences in CF, while revealing the possible neural mechanisms that support it.
Author: Richard Riding
Publisher: Routledge
ISBN: 1134096348
Category : Education
Languages : en
Pages : 224
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Book Description
First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience.
Author: Merith Anne Cosden
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 228
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Book Description
Author: Jan Elen
Publisher: Springer Science & Business Media
ISBN: 9400717938
Category : Education
Languages : en
Pages : 218
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Book Description
With the world and its structures becoming ever more complex, and the nature of future employment becoming ever more unpredictable, the notion of ‘cognitive flexibility’ has a high profile in educational and psychological debate. The contributions in this volume analyze the nature of cognitive flexibility, as well as the impact of different types of beliefs on cognitive flexibility. Making adequate decisions requires considering input from a variety of continuously evolving sources rather than adhering to predetermined procedures. Adopting a position in a debate necessitates the critical evaluation of different alternatives, while solving a problem entails selecting appropriate problem-solving strategies. Meanwhile, studying requires students to integrate a range of interventions, and treating a patient involves making a differential diagnosis. The common factor, cognitive flexibility, lies at the core of effective functioning in complex, domain-specific environments. Cognitive flexibility can be described as the disposition to consider diverse information elements while deciding on how to solve a problem or to execute a learning-related task in a variety of domains. The concept of ‘disposition’ implies that individuals will not always demonstrate cognitive flexibility even if they are in principle able to act in a cognitively flexible way. The notion does not require that alternatives are always deliberately considered, which is why this volume’s tandem discussion of beliefs is key element of the discussion. Beliefs play a central role in cognitive flexibility and relate to what individuals consider to be important, valid and/or true. Of specific interest is the relationship between epistemological beliefs and cognitive flexibility, especially as a particular subset of epistemological beliefs seems to be a prerequisite to a cognitively flexible disposition.
Author: David H. Jonassen
Publisher: Routledge
ISBN: 1136480994
Category : Education
Languages : en
Pages : 483
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Book Description
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.
Author: Pamela Seaton
Publisher:
ISBN:
Category : Individual differences
Languages : en
Pages : 158
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Book Description
Author: Urooj Mubashar
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659113833
Category :
Languages : en
Pages : 136
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Book Description
The book explains the profound types of learners in an environment and the impacts created by individual differences on learning. Myer Briggs Type Indicator and an index of learning styles is used to check the differences in learning on the basis of individual differences. The impacts of individual differences on cognitive learning are identified by using a self developed questionnaire. Students with individual differences had profound impacts on learning. Group interactions are apparent for several of the peer rating and variables, indicating that different patterns of social and behavioral functioning distinguished them from the ordinary learners. Moreover learning is always directly affected; the impacts are both positive and negative. This book is beneficial for educationists, trainers, teachers and trainee teachers with new concepts of focusing individual differences in learning.
Author: R. J. Riding
Publisher: Praeger
ISBN: 1567504582
Category : Education
Languages : en
Pages : 0
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Book Description
The first volume in the series considers cognitive style, which may well prove to be the missing link in the study of individual differences. The purpose of the book is to reflect academic debate focusing on key models of style.
Author: Aleksandra Gruszka
Publisher: Springer Science & Business Media
ISBN: 9781441912107
Category : Psychology
Languages : en
Pages : 494
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Book Description
As cognitive models of behavior continue to evolve, the mechanics of cognitive exceptionality, with its range of individual variations in abilities and performance, remains a challenge to psychology. Reaching beyond the standard view of exceptional cognition equaling superior intelligence, the Handbook of Individual Differences in Cognition examines the latest findings from psychobiology, cognitive psychology, and neuroscience, for a comprehensive state-of-the-art volume. Breaking down cognition in terms of attentional mechanisms, working memory, and higher-order processing, contributors discuss general models of cognition and personality. Chapter authors build on this foundation as they revisit current theory in such areas as processing effort and general arousal and examine emerging methods in individual differences research, including new data on the role of brain plasticity in cognitive function. The possibility of a unified theory of individual differences in cognitive ability and the extent to which these variables may account for real-world competencies are emphasized, and commentary chapters offer suggestions for further research priorities. Coverage highlights include: The relationship between cognition and temperamental traits. The development of autobiographical memory. Anxiety and attentional control. The neurophysiology of gender differences in cognitive ability. Intelligence and cognitive control. Individual differences in dual task coordination. The effects of subclinical depression on attention, memory, and reasoning. Mood as a shaper of information. Researchers, clinicians, and graduate students in psychology and cognitive sciences, including clinical psychology and neuropsychology, personality and social psychology, neuroscience, and education, will find the Handbook of Individual Differences in Cognition an expert guide to the field as it currently stands and to its agenda for the future.
Author: Richard Riding
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 424
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Book Description
The first volume in the series considers cognitive style, which may well prove to be the missing link in the study of individual differences. The purpose of the book is to reflect academic debate focusing on key models of style.
