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Handbook of Individual Differences, Learning, and Instruction - David H. Jonassen

Handbook of Individual Differences, Learning, and Instruction

Paperback

Published: 13th October 1993
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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.

Dedicationp. vii
Acknowledgmentsp. vii
Introductionp. viii
Referencesp. xvii
Individual Difference in Learning and Instructionp. 1
Individuals, Differences, and Learningp. 3
Conclusionp. 16
Referencesp. 17
Individual Differences and Instructionp. 19
Conclusionp. 30
Referencesp. 31
Adapting Instruction to Individual Differences and Learning Outcomesp. 35
Introductionp. 35
Referencesp. 41
Intelligence: Mapping Mental Abilitiesp. 43
Introductionp. 43
Conclusionp. 50
Referencesp. 51
Second-Order Mental Abilitiesp. 53
Referencesp. 60
Thurston's Primary Mental Abilitiesp. 63
Referencesp. 71
Guilford's Structure of the Intellectp. 73
Referencesp. 81
Introductionp. 83
Cognitive Controlsp. 83
Referencesp. 85
Field Dependence and Field Independence (Global vs. Articulated Style)p. 87
Referencesp. 98
Cognitive Flexibility (Constricted vs. Flexible Control)p. 105
Referencesp. 110
Bibliographyp. 111
Impulsivity/Reflectivity (Cognitive Tempo)p. 113
Referencesp. 121
Focal Attention (Scanning vs. Focusing)p. 127
Referencesp. 134
Category Width (Breadth of Categorizing)p. 137
Referencesp. 145
Cognitive Complexity/Simplicityp. 149
Referencesp. 160
Automatization (Strong vs. Weak Automatization)p. 165
Referencesp. 170
Cognitive Stylesp. 173
Referencesp. 175
Visual/Hapticp. 177
Referencesp. 186
Bibliographyp. 188
Visualizer/Verbalizerp. 191
Referencesp. 198
Leveling/Sharpeningp. 201
Referencesp. 207
Serialist/Holistp. 209
Referencesp. 217
Conceptual Style (Analytical/Relational)p. 221
Referencesp. 229
Learning Stylesp. 233
Hill's Cognitive Style Mappingp. 235
Referencesp. 245
Kolb's Learning Stylesp. 249
Referencesp. 260
Dunn & Dunn Learning Stylesp. 263
Referencesp. 274
Grasha-Riechmann Learning Stylesp. 281
Referencesp. 287
Gregorc Learning Stylesp. 289
Referencesp. 300
Personality Types and Learningp. 303
Referencesp. 307
Anxietyp. 309
Referencesp. 321
Tolerance for Unrealistic Experiencesp. 325
Referencesp. 331
Ambiguity Tolerancep. 333
Referencesp. 340
Frustration Tolerancep. 343
Referencesp. 349
Locus of Controlp. 351
Referencesp. 362
Extroversion and Introversionp. 367
Referencesp. 377
Achievement Motivationp. 381
Referencesp. 396
Risk Taking Versus Cautiousnessp. 403
Referencesp. 414
Prior Knowledgep. 417
Prior Knowledge and Achievementp. 419
Referencesp. 427
Structural Knowledgep. 433
Referencesp. 445
Author Indexp. 449
Subject Indexp. 467
Table of Contents provided by Publisher. All Rights Reserved.

ISBN: 9780805814132
ISBN-10: 0805814132
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 512
Published: 13th October 1993
Country of Publication: US
Dimensions (cm): 22.89 x 15.29  x 3.12
Weight (kg): 0.69
Edition Number: 1