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My Two Dogs
I have two dogs, Astro and Dino who are sisters born at the same time from
the same parents. Physically, Astro is white and fat while Dino is black and
thin. Besides being physically different, they behave differently. The
following are some examples of their behaviour:
Dino will bark non-stop at strangers nearing the house while Astro will
bark a few times and stop.
Each morning a slice of bread is given to each dog. Astro will eat the
bread immediately while Dino will eat it much later and this behaviour
is repeated every morning.
If the bread is not given on time, Astro will bark demanding to be to
given the bread while Dino remains quietly.
When the dogs hear the sound of fire-crackers, Dino will quietly
creep into the house while Astro remains outside and appears less
bothered.
Each night, when they are given their food, Astro will not eat until
Dino eats first, despite the former being bigger in size.
When anyone in the house screams in pain or raises their voice, it is
Dino who comes immediately to investigate while Astro will follow
rather grudgingly.
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8.1 WHAT IS INDIVIDUAL DIFFERENCES?
Why some students find it difficult to learn whereas others find it easy?
Why some students are better equipped to learn some skills but not others?
Why can’t all students learn equally well?
Psychologists have identified two main factors that may explain individual
differences; namely the learning traits that a student brings when confronted with a
learning task, and the thinking and learning skills that are activated as demanded by
the task (Jonassen and Grabowksi, 1993). See Figure 8.1.
Learning style
LEARNING Personality
TRAITS Prior
that the knowledge
Learner
brings to the
Task
LEARNING
TASKS
to be
performed
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8.2 DIFFERENCES IN LEARNING TRAITS
1. Learning style relate to the preferences for different types of learning and
instructional activities. These styles are generally measured by self-report
techniques (paper and pencil tests) that ask individuals how they prefer to
learn. For example, ‘Do you prefer to learn alone or in groups?’ The learning
style of Student A may be different from the learning style of Student B which
may explain the differences in the way the two individuals learn.
2. Personality describes how an individual interacts with his or her environment
and especially with other people. Personality is the mental disposition to
behave in certain ways or inclination to behave in certain ways. In this
chapter, we will focus on those personality types that more directly affect
learning.
3. Prior Knowledge refers to what the learner already knows and how what is
known is organised. Besides the facts and concept of a particular body of
knowledge, it also includes the skills and learning abilities that individuals
have previously acquired.
Learning
Style
LEARNING
TRAITS
Prior
Knowledge Personality
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SELF-CHECK
a) What is the difference between learning traits and learning
tasks?
b) Identify the types of individual differences you have observed
among students in your class.
1. LEARNING STYLE
Learning style refers to the preferred ways in which a student processes
information. The key word is “preferred” which describes a person’s typical mode of
paying attention, organising information in the mind, and then retrieving or recalling
it. Learning style (or preference) should not be confused with ‘cognitive ability’.
Simply put, cognitive ability refers to a person’s ability to solve problems and use
logic (mathematical ability), the ability to visualise manipulation of shapes (spatial
ability), the ability to understand and use language (language ability), and the ability
to recall things (memory ability). A person’s ability can be enhanced if information is
presented in a way that matches with the person’s preference or learning style. Hence,
preference or learning style and ability are related. In other words, it is good if there is
a match between teaching and learning.
Why is learning style important? It is important because teaching in most
schools tends to be focussed toward the learning style of the majority of learners. This
results in a minority of learners being left out and unable to cope. While it may be
small in percentage but translated into numbers, it can be quite sizable. These are
students who will be housed in the 10th class and given names like ‘mawar’ or
‘anggerik’ or ‘kejujuran’ and so forth. Whatever name we give them, we all know that
they are the weakest group of students. Unconsciously, there seems to be an in-built
match between the learning style of the majority of students and the teaching methods
used.
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Imagine you have just arrived at a foreign country whose language you neither speak nor
read. You are at the airport and your contact person is not there to meet you. To make
matters worse, one of your bags is missing. It’s 2 A.M. and there are few airport staff, and
those that are present don’t speak English. What will you do? Your response to this situation
will depend largely on the “cognitive styles” you happen to bring to bear. Cognitive style is
your general disposition toward processing new information or challenges in a particular way.
For instance, if you are “ambiguity tolerant”, you will not get easily flustered by your
unfortunate circumstances. If you are “reflective”, you will exercise patience. If you are “field
independent”, you will be able to focus on the relevant details and not be distracted by
unnecessary detail.
The way we learn things in general and the particular approach we adopt when
dealing with problems is said to depend on somewhat mysterious link between
personality and cognition; this link is referred to as cognitive style. When cognitive
style is applied to an educational setting, it is generally referred to as “learning style”
which is made up of the cognitive, affective (feelings & emotions) and physiological
traits that are relatively stable indicators of how learners perceive, interact with and
respond to the learning environment. Educators have always been reminded to adjust
teaching methods toward the learning styles of learners, but little has been achieved.
How is learning style related to learning? In theory, there exist as many learning
styles as there are learners but we will examine three well-known explanations of
learning style and how they are related to learning. They are: Field Independence &
Field Dependence and Kolb’s Learning Style.
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the FI student is more likely to reorganise and restructure information to suit his or
her need or conception. The FD student tends to accept the given information as it is
presented without reorganisation or restructuring. He or she is happy with the
presented information.
The FI student will make an effort to generate new ideas or create new models
in an attempt to understand the given information. The FD student tends not to
generate new ideas and accepts the ideas given. The FI student is internally directed
and is more individualistic, aloof and reserved. On the other hand, the FD student who
is externally directed needs friendship, prefers to work in groups and is more sensitive
towards others. The FD student focuses more on factual information while the FI
student tends to extract the concepts.
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Case Study:
Differences between FI and FD Learners in a Science Lesson
Research Evidence
In a test on nutrition, FD students scored higher after using highly structured
materials (presented in a logical order which provided written answers to
convergent questions) whereas FI students scored higher using low-structured
materials.
FI students learned the most in mathematics lessons when given minimum
guidance and maximum opportunity for discovery, whereas FD students
gained most from maximum guidance.
FI students learned more from an individualised, self-paced course than FD
students.
FI students were more efficient at taking notes in outline format than FD
students, which improved their performance over FD students.
ACTIVITY
a) What do you understand by ‘learning style’?
b) What are the main differences between a field-dependent
learner and a field-independent learner?
c) Suggest how should teaching be organised to match FD
and FI students?
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ASSIMILATORS
DIVERGERS
ACCOMMODATORS
CONVERGERS
Figure 8.3
Kolb’s Learning Styles
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o risk takers and pragmatic
o intuitive and artistic
o open-minded and people oriented
o personally involved in what they do able to adapt to new situations.
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validating authenticity of information
repeating material to be recalled
predicting outcomes
outlining
In this chapter we have only discussed two classification of learning styles; i.e.
Field-Dependence and Field-Independence and Kolb’s learning styles. There are other
classification of learning styles that you may want to explore. Among them are Dunn
& Dunn Learning Styles conceived by R. Dunn and K. Dunn; Grasha-Riechmann
Learning Styles by A. Grasha and S. Reichmann; Gregorc Learning Styes by A.
Gregorc; and Hill’s Cognitive Style Mapping conceived by Joseph Hill,
ACTIVITY
a) What are the main differences between convergers,
divergers, accommodators and assimilators?
b) How should teaching be organised to match students who
ar convergers, divergers, accommodators and assimilators?
c) How would you describe yourself?
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1. Sanguine (people who are sociable, enthusiastic, contended),
2. Melancholic (people who are sad, anxious, worried, serious),
3. Choleric (people who irritable, hot-headed) and,
4. Phlegmatic (people who passive, calm, controlled).
Surgency
talkative–silent
social–reclusive Conscientiousness
adventurous–cautious responsible–undependable
persevering–quitting
tidy–carelessness
Intellect
intellectual–non-reflective
imaginative–simple
artistic–nervous
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Reductionist are individuals who are scientific, impersonal, precise, value-
free, realistic, controlled and sceptical.
Schematist are individuals who are as conceptual, theorist, imaginative,
value-free, ambiguous and speculative.
Gnostic are individuals who are artistic, personal, value-based, non-rational, ,
involves, biased and have personal knowledge.
Romantic are individuals who are political, personal, value-based, uncertain,
imaginative and speculative.
ACTIVITY
“I am” exercise
Write 10 honest statements beginning with “I am………..”
Share them with someone.
Does this sum your personality? Why or why not?
a) Anxiety
Anxiety is an emotional state that is characterised by
feelings of tension, apprehension and nervousness. This
emotional state can cause negative effects such as disrupting
learning. Anxiety is manifested in sweating hands, increase
heart rate, high blood pressure, distress, and even anger.
Anxiety also has a positive side in that it enhances interest
and excitement. It can help a person deal with a tense
situation such as encouraging a student to study harder for an
exam. Among the earliest research on anxiety was conducted
by Mandler and Sarason (1952) who presented evidence that
when anxiety becomes excessive it has a detrimental effect
on test-taking and learning. Anxiety is best described as a
continuum from High Anxiety to Low Anxiety (see Table 8.2).
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High Anxiety Low Anxiety
Restlessness Calmness
Better performance on simple tasks Better performance on complex tasks
Difficulty in communicating Good communication skills
Shy Adventuresome
Negative self-image Positive self-image
Insecure Secure
Submissive Independent
Lack of ambition Ambitious
Underachievement Achieving
Hides emotions Shows emotions
Tense posture Relaxed posture
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ACTIVITY
Rate your answers from 1 to 5, add them up and check your score below.
[source:
Ellen Freedman. 2006. mathpower.com. http://www/mathpower.com/anxtest.htm]
b) Locus of Control
The word ‘locus’ comes from the Latin word for ‘place’. Therefore, locus of
control refers to an individual’ feelings about the placement of control over his or her
life events, and who is responsible for those events. Locus of control describes an
individual’s belief regarding the causes of his or her experiences, those factors to
which an individual attributes his or her successes and failures. The person may
attribute his or her success or failure to luck, chance, skill, competence, ability, effort
and so forth. Locus of control in relation to teaching and learning is an affective
learning style, specifically an expectancy or incentive style. Locus of control affects
learning outcomes through the learner’s expectation of success and the motivation to
perform.
Like most personality characteristics, it is best represented as a continuum:
Internals and Externals. Learners classified as Internals tend to attribute the cause of
success to themselves such as effort, ability or competence. Failure is attributed to the
lack of these attributes. Externals, on the other hand, tend to attribute their successes
and failures to external forces that control an individual’s performance such as luck,
chance or competence. Failure is attributed to the lack of help, bad luck or because the
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task was too difficult. See Figure 8.3 which presents individual differences related to
locus of control.
Internal External
Self Other
Open-minded Dogmatic
Goal-driven Fear of failure
Self-assured Anxious
Negative self-image Positive self-image
Persistent Frustrated
Reflective Impulsive
Risk takers Cautious
Organised Distracted
Verbal Visual /kinesthetic
Analytical Global
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o provide problem solving situations, especially where learners must select
and apply relevant information
o provide involves and complex tasks that require persistence
ACTIVITY
a) Would you classify yourself as a person with an internal
locus of control or an external locus of control? Why?
b) Do you see evidence of internal and external locus of
control among students in your class or among your colleagues?
c) Extroversion-Introversion
The classification of people as extroverts or introverts has been extensively
researched and the results seem to be quite consistent. As the words imply,
extroversion describes people whose thinking and behaviour are directed outward or
to the surrounding environment while introversion describes people whose thinking
and behaviour are directed inward or to oneself. As a personality trait, level of
introversion and extroversion is relatively constant, although some studies have
indicated that environment may influence thinking and behaviour. An individual may
be extremely introverted, but in exceptional case, show extroverted behaviour.
However, there are certain characteristics that are prevalent.
Extroverts Introverts
Look to the outside world Look inward
Sociable and friendly Quite and aloof
Desire excitement and takes chances Contemplative and reflective
Impulsive Nonimpulsive & plans ahead
Energetic and enthusiastic Prone to fatigue
Easily distracted Less distracted
Dislike complicated procedures Concentrates longer on tasks
Task oriented Conceptually oriented
Influenced by public opinion Influenced by personal values
Skilled at short-term retention Skilled at long-term retention
Tolerant of frustration Intolerant of frustration
Good at physical activities Prefer to read more
There is also evidence to suggest that as people mature, they tend to become
more introverted. In addition to describing and predicting social behaviour, this
personality trait (extroversion-introversion) has shown to some extent predict learning
and the way in which individuals’ process information (see Table 7.4). The
extroversion-introversion personality trait has been explored by many people, but
probably the individual most noted for his work in this area is H.J. Eysenck. He was
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born in Berlin in 1916, studied at the University of London and developed an
appreciation for the analysis of human behaviour through experimentation.
ACTIVITY
a) Would you classify yourself as an extrovert or an introvert?
Why?
b) Do you see evidence of extroversion and introversion
among students in your class or among your colleagues or
friends?
c) How do you get your best ideas? Do you like to talk about them with others
or think about them alone?
Do you usually "wear" your emotions or keep them to yourself?
Make a list, draw, mindmap, talk to a partner, or write about a
situation in your life where you think you show or feel your extrovert
or introvert style. 17
d) Achievement Motivation
Achievement motivation is a personality trait that describes an individual’s
willingness to achieve. Defined broadly motivation is described as what energises or
pushes us to action or do something. Why did you come to class even though you are
sick? Achievement motivation has been described in many ways; however, in this
chapter, achievement motivation is confined to the type most relevant to learning and
teaching, that is, need achievement. Need is defined as a lack of something that by
doing something the need can be fulfilled. Achievement motivation is the need to
accomplish something difficult such as completing all the problems given in the
mathematics class. It includes the desire to excel and surpass others. It is the
determination to be the best and focus on winning. The person who is high on
achievement motivation will make an attempt to overcome obstacles and enjoys
competition.
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extensive research and descriptions of achievement motivation, Jonassen and
Grabowksi (1993) proposed that:
Students with the Motive to Achieve Success are more likely to excel at:
o learning tasks that are very important
o tasks that require their attention
o long-term tasks
o tasks that require independent though and action
o tasks that allow them to assume leadership roles that capitalise on their
desire to control
o encourage more independent study
o provide for active experimentation
o use discovery learning
o providing lessons in large chunks
o using feedback as diagnostic information, especially success feedback
3. PRIOR KNOWLEDGE
When you started with this course on Learning and Cognition, you have with
you a massive amount of prior knowledge regarding how humans learn. Not only do
you have a mass of knowledge and experiences; you also come equipped with many
cognitive skills and abilities. With regards to knowledge, you know that “rewards
encourage students to perform better”; with regards to abilities, “you are able to write
an essay on “Critical Thinking” by referring to sources from books, journals and
resources from the internet; with regards to skill “you are able to summarise
information” for your essay. In other words, you approach a learning task with a
substantial amount of prior knowledge. Prior knowledge consists of the knowledge,
skills or abilities that the student bring to the learning environment (Jonssen and
Grabowski, 1993). Knowledge refers to the prerequisite knowledge that is necessary
to understand the new information. Students lacking this information would not
significantly profit from instruction at all (Tobias, 1981). For example, if you had not
studied or at least read about psychology, you it is likely that you will have difficulty
with this course.
‘However, don’t panic!’ It is not the end. Psychologists have extended the
definition of prior knowledge more broadly to include the total existence of
knowledge and prior achievement that you bring to the learning environment which
can and will be activated when you read the material in this learning package. In other
words, your experiences (in your place of work and the home) and the knowledge you
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have gained from various sources (books, magazines, newspapers, TV, radio, movies,
discussion with friends, colleagues, family members and so forth) may be directly or
indirectly related to the content you are studying in this course. However, there is
evidence to suggest that instead of helping you understand new information, prior
knowledge (old information) can prevent the acquisition of new knowledge by
forming a barrier or preconceived ideas, which must be overcome before learning can
take place.
The existence of prior knowledge will likely enhance any learning task but
will be most helpful for:
problem solving and transfer of learning
comprehension of material to be learned
retention and recall of material
reasoning ability
integration of knowledge
paraphrasing and summarising
comparing new knowledge with existing knowledge, beliefs
generating metaphors and examples
elaboration of knowledge
ACTIVITY
[Refer to Chapter 3 on Cognitive Theories, specifically
Ausubel’s Theory of Meaningful Leaning and Chapter 4
Information Processing Model. Examine how prior
knowledge influences learning and creates differences
between learners].
So far we have examined the Learning Traits that a student brings to the
learning task. Learning traits includes the learning style of the student, the personality
of the student and the prior knowledge of the student. These learning traits will come
into contact and interact with the learning task creating further differences in the
classroom (refer to Figure 8.1). For example, student A is given the task to ‘List the
characteristics of the Malaysian rainforest’ while student B is given the task to ‘Give
her opinion on how to conserve the Malaysian rainforest’. Different sets of learning
traits might be used by the two students depending on the learning task. Student A is
required to “list” while student B is required to give her “opinion”. Obviously, the
mental processes required will vary between student A and student B. The types of
learning or learning tasks that are required in schools and other educational settings
have been conveniently described in terms of taxonomies of learning.
Taxonomy is a classification scheme that arranges objects or phenomena
hierarchically. That is, terms at the top of the taxonomy are more general
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a) Bloom’s Taxonomy of Learning Objectives
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Knowledge: Learning at the knowledge level involves only the recall of facts,
terminology and methodology. The learner is required to merely recall and
state without interpreting or elaborating.
Comprehension: It involves elementary understanding and use of knowledge,
such as translation and interpretation.
Application: It requires the abstraction of a rule or generalisation from a body
of knowledge. The learner then applied it to solve a related problem.
Analysis: It involves investigating a body of knowledge, breaking it down and
identifying its component elements and the relationship between those
elements. Analysis requires determining the structure or organisation of a set
of ideas.
Synthesis: Knowledge that has been analysed is reassembled into a new form
of communication such as devising a new plan from different elements.
Evaluation: The highest level of cognitive activity which involves making
judgement about some content based on a set of criteria.
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b) Gagne’s Taxonomy of Learning
Cognitive
Strategy
Higher
Order Rule
Figure 8.6
Rule Gagne’s Taxonomy of
Learning
Defined
Concepts
Concrete
Concepts
Verbal
Information
Robert Gagne (1985) identified different levels of learning for the purpose of
sequencing instruction. He believed that instruction should begin with the simplest
skills and proceed hierarchically to greater levels of difficulty (see Figure 8.6).
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c) Merrill’s Component Display Theory
Merrill (1973) developed his own taxonomy of learning through analysis of
school-based learning outcomes. He concluded that almost all learning activities
involve facts, procedures, concepts and principles.
Facts are arbitrary associations
Concepts are classes of objects or events
Principles are generalised explanations that relate two or more concepts and are
used to predict, explain or infer.
REFERENCES:
Carrier, C.A & Williams, M.D., & Dalgaard, B.R. (1988). College students'
perception of note taking and their relationship to selected learner
characteristics and course achievement. Research in Higher Education, 28 (3),
223-239.
Dunn, R. (1986). Learning style: State of the science. Theory into Practice, 24
(1) pp. 10-19.
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Gagne, Robert M. (1985). The Conditions of Learning and the Theory of
Instruction, (4th ed.), New York: Holt, Rinehart, and Winston.
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