Individual differences

Instructional Design: International Perspectives: Theory, Research, and Models

Volumn 1, Issue , 2013, Pages 215-224

  Snow, Richard E ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85069988408     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (97)

1. Ackerman, P. (1989). Individual differences and skill acquisition. In P. L. Ackerman, R.J. Sternberg, & R. Glaser (Eds.), Learning and individual differences (pp. 164-217). New York: Freeman
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271
3. Anderson, J. R., Boyle, C. F., Corbett, A., & Lewis, M. (1986). Cognitive modeling and intelligent tutoring (Tech. Rep. No. ONR-86-1). Advanced computer tutoring project, Carnegie Mellon University, Pittsburgh, PA
4. Atkinson, J. W., & Raynor, J. O. (Eds.). (1978). Personality, motivation, and achievement. Washington, DC: Hemisphere
5. Baron, J. B., & Sternberg, R.J. (Eds.). (1986). Teaching thinking skills: Theory and practice. New York: Freeman
6. Block, J. H., & Burns, R. B. (1977). Mastery learning. In L. S. Shulman (Ed.), Review of research in education (Vol. 4, pp. 1-49). Itasca, IL: Peacock
7. Bloom, B. S. (1984). The 2-Sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13, 4-16
8. Boekaerts, M. (1987). Situation-specific judgments of a learning task versus overall measures of motivational orientation. In. E. DeCorte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction: European research in an international context (Vol. 1, pp. 169-179). Leuven, Belgium, and Oxford, England: Leuven University Press and Pergamon
9. Boekaerts, M. (Guest Ed.). (1988). Emotion, motivation, and learning. International Journal of Educational Research, 12(3), 229-345
10. Brophy, J. E., & Evertson, C. M. (1981). Student characteristics and teaching. New York: Longman
11. Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvell, & W.J. M. Levelt (Eds.), The child's conception of language (pp. 241-256). New York: Springer
12. Carroll, J. B. (1993). Human cognitive abilities. New York: Cambridge University Press
13. Cohen, J. (1986). Theoretical considerations of peer tutoring. Psychology in the Schools, 23, 175-186
14. Cole, M. (1985). Mind as a cultural achievement: Implication for IQ testing. In E. Eisner (Ed.), Learning and teaching the ways of knowing (84th Yearbook, Part II, pp. 218-249). Chicago: National Society for the Study of Education
15. Corno, L., & Kanfer R. (1993). The role of volition in learning and performance. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 19, pp. 2-43). Washington, DC: American Educational Research Association
16. Corno, L., & Snow, R. E. (1986). Adapting teaching to individual differences among students. In M. Wittrock (Ed.), Third handbook of research on teaching (pp. 605-629). New York: Macmillan
17. Cronbach, L.J. (1990). Essential of psychological testing (5th ed.). New York: Harper & Row
18. Cronbach, L.J., & Snow, R. E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. New York: Irvington
19. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press
20. Detterman, D. K., & Sternberg, R. J. (Eds.). (1982). How and how much can intelligence be increased. Norwood, NJ: Ablex
21. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273
22. Entwistle, N. (1987). Explaining individual differences in school learning. In E. DeCorte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction: European research in an international context (Vol. 1, pp. 69-88). Leuven, Belgium, and Oxford, England: Leuven University Press and Pergamon
23. Entwistle, N. (1988). Motivational factors in students' approaches to learning. In R. R. Schmeck (Ed.), Learning strategies and learning styles (pp. 21-51). New York: Plenum
24. Glaser, R. (1977). Adaptive education: Individual diversity and learning. New York: Holt, Rinehart & Winston
25. Glaser, R., & Bassok, M. (1989). Learning theory and the study of instruction. Annual Review of Psycholology, 40, 631-666
26. Graham, S., & Weiner, B. (1996). Motivational theory and education. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Macmillian
27. Greeno, J. G. (1992, June). The situation in cognitive theory: Some methodological implications of situativity. Paper presented at the annual meeting of the American Psychological Society, San Diego
28. Gustafsson, J. E. (1989). Broad and narrow abilities in research on learning and instruction In R. Kanfer, P. L. Ackerman, & R. Cudeck (Eds.), Abilities, motivation, and methodology: The Minnesota symposium on learning and individual differences (pp. 203-237). Hillsdale, NJ: Lawrence Erlbaum Associates
29. Gustafsson, J. E., & Undheim, J. O. (1996). Individual differences in cognitive functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 186-242). New York: Macmillian
30. Helmke, A. (1989). Affective student characteristics and cognitive development: Problems, pitfalls, perspectives. International Journal of Educational Research, 13(8), 915-932
31. Horn, J. L. (1978). Human ability systems. In P. B. Baltes (Ed.), Life-span development and behavior (Vol. 1, pp. 211-256). New York: Academic Press
32. Horn, J. L. (1989). Cognitive diversity: A framework of learning. In P. L. Ackerman, R. J. Sternberg, & R. Glaser (Eds.), Learning and individual differences: Advances in theory and research (pp. 61-116). New York: Freeman
33. Hunt, D. E. (1987). Beginning with ourselves. Cambridge, MA: Brookline Books
34. Hunt, D. E., & Sullivan, E. V. (1974). Between psychology and education. Hinsdale, IL: Dryden Press
35. Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology-Monograph, 74, 657-690
36. Kuhl, J. (1990, July). Self-regulation: A new theory for old applications. Invited address to the International Congress of Applied Psychology, Kyoto, Japan
37. Kuhl, J., & Kraska, K. (1989). Action control and learning: From metacognition to metamotivation. In R. Kanfer, P. L. Ackerman, & R. Cudeck, (Eds.), Abilities, motivation, and methodology: The Minnesota symposium on learning and individual differences (pp. 343-374). Hillsdale, NJ: Lawrence Erlbaum Associates
38. Kyllonen, P. C, & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity? Intelligence, 14, 389-433
39. Langer, E. J., (1989). Mindfulness. Reading, MA: Addison-Wesley
40. Lens, W. (1983). Achievement motivation, test anxiety, and academic achievement. University of Leuven Psychological Reports, No. 2
41. Lens, W., & DeCruyenaere, M. (1991). Motivation and de-motivation in secondary education: Student characteristics. Learning and Instruction, 1, 145-159
42. Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309
43. Lepper, M. R., & Chabay, R. W. (1988). Socializing the intelligent tutor: Bringing empathy to computer tutors. In H. Mandl & A. Lesgold (Eds.), Learning issues f or intelligent tutoring systems (pp. 242-257). New York: Springer
44. Lepper, M. R., & Malone, T. W. (1987). Intrinsic motivation and instructional affectivness in computer-based education. In R. E. Snow & M. C. Farr (Eds.), Aptitude, learning and instruction: Vol. 3. Conative and affective process analysis (pp. 255-286). Hillsdale, NJ: Lawrence Erlbaum Associates
45. Lesgold, A. (1988). Toward a theory of curriculum for use in designing intelligent tutoring systems. In H. Mandl & A. Lesgold (Eds.), Learning issues for intelligent tutoring systems: Lessons learned (pp. 114-137). New York: Springer
46. Lesgold, A., Ivill-Friel, J., & Bonar, J. (1989). Toward intelligent systems for testing. In L. Resnick (Ed.), Knowing, learning, and instruction (pp. 337-360). Hillsdale, NJ: Lawrence Erlbaum Associates
47. Lohman, D. F. (1989). Human intelligence: An introduction to advances in theory and research. Review of Educational Research, 59, 333-373
48. MacIver, D. J., Stipek, D. J., & Daniels, D. H. (1991). Explaining within-semester changes in student effort in junior high school and senior high school courses. Journal of Educational Psycholology, 83, 201-211
49. Mandl, H., & Lesgold, A. (1988). Learning issues for intelligent tutoring systems. New York: Springer
50. Marton, F., Hounsel, D., & Entwistle, N. (1984). The experience of learning. Edinburg: Scottish Academic Press
51. Naveh-Benjamin, M. (1991). A comparison of training programs intended for different types of test-anxious students: Further support for an information processing model. Journal of Educational Psychology, 83, 134-139
52. Nichols, P. D. (1994). A framework for developing cognitively diagnostic assessments. Review of Educational Research, 64, 575-603
53. Ohlsson, S. (1986). Some principles of intelligent tutoring. Instructional Science, 14, 293-326
54. Pea, R. D., & Sheingold, K. (Eds.). (1987). Mirrors of minds: Patterns of experience in educational computing. Norwood, NJ: Ablex
55. Pintrich, P. R., & Schrauben, B. (1992). Students' motivational beliefs and their cognitive engagement in academic tasks. In D. Schunk & J. Meece (Eds.), Students' perceptions in the classroom: Causes and consequences (pp. 149-183). Hillsdale, NJ: Lawrence Erlbaum Associates
56. Putnam, R. T. (1987). Structuring and adjusting content for students: A study of live and simulated tutoring addition. American Educational Research Journal, 24, 3-48
57. Renninger, K. A., Hidi, S., & Krapp, A. (Eds.). (1992). The role of interest in learning and development. Hillsdale, NJ: Lawrence Erlbaum Associates
58. Rollett, B. A. (1987). Effort avoidance and learning. In E. DeCorte, H. Lodewijks, R. Parmentier, & P. Span, (Eds.), Learning and instruction: European research in an international context (Vol. 1, pp. 147-157). Leuven, Belgium, and Oxford, England: Leuven University Press and Pergamon
59. Roschelle, J. (1990, April). Designing for conversations. Paper presented at the annual meeting of the American Educational Research Association, Boston
60. Salomon, G. (1987, September). Beyond skill and knowledge: The role of mindfulness in learning and transfer. Paper presented at the Second European Conference for Research on Learning and Instruction, Tübingen, Germany
61. Salomon, G. (Ed.). (1993). Distributed cognition. Hillsdale, NJ: Lawrence Erlbaum Associates
62. Schunk, D. H. (1991). Self efficacy and academic motivation, Education Psychologist, 26(3 & 4), 207-231
63. Schunk, D. H., & Zimmerman, B.J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates
64. Schwarzer, R. (1993). Self-efficacy: Thought control of action. Washington, DC: Hemisphere
65. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4-14
66. Shute, V.J. (1989, March). Individual differences in learning from an intelligent tutoring system. Paper presented at the annual meeting of American Educational Research Association, San Francisco
67. Shute, V. S. (1990a, April). Aptitude-treatment interactions and cognitive skill diagnosis. Unpublished report, Air Force Human Resources Laboratory, Brooks AFB, TX
68. Shute, V.J. (1990b, April). A comparison of inductive and deductive learning environments: Which is better for whom and why? Paper presented at the annual meeting of the American Educational Research Association, Boston
69. Shute, V. S. (1990c). Modeling individual differences in programming skill acquisition. Unpublished report, Air Force Human Resources Laboratory, Brooks AFB, TX
70. Sieber, J. E., O'Neil, H. F., & Tobias, S. (Eds.). (1977). Anxiety, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates
71. Simons, P. R. J., & Beukhof, G. (Eds). (1987). Regulation of learning. The Hague, The Netherlands: Instituut voor Onderzoek van Het Onderwijs S.V.O
72. Snow, R. E. (1982a). Education and intelligence. In R.J. Sternberg (Ed.), Handbook of human intelligence (pp. 493-585). New York: Cambridge University Press
73. Snow, R. E. (1982b). The training of intellectual aptitude. In D. K. Detterman & R.J. Sternberg (Eds.), How and how much can intelligence be increased? Norwood, NJ: Ablex
74. Snow, R. E., (1989a). Aptitude-treatment interaction as a framework for research on learning and individual differences. In P. L. Ackerman, R.J. Sternberg, & R. Glaser (Eds.), Learning and individual differences (pp. 13-59). New York: Freeman
75. Snow, R. E. (1989b). Cognitive-conative aptitude interactions in learning. In R. Kanfer, P. L. Ackerman, & R. A. Cudeck (Eds.), Abilities, motivation, and methodology: A symposium on learning and individual differences (pp. 435-474). Hillsdale, NJ: Lawrence Erlbaum Associates
76. Snow, R. E. (1989c). Toward assessment of cognitive and conative structures in learning. Educational Researcher, 18{9), 8-14
77. Snow, R. E. (1992). Aptitude theory: Yesterday, today, and tomorrow. Educational Psychologist, 27, 5-32
78. Snow, R. E. (1994). Abilities in academic tasks. In R.J. Sternberg & R. K. Wagner (Eds.), Mind in context: Interactionist perspectives on human intelligence (pp. 3-37). New York: Cambridge University Press
79. Snow, R. E., Corno, L., & Jackson, D. N., III (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. Calfee (Eds.), Handbook of education psychology (pp. 243-310). New York: Macmillan
80. Snow, R. E., Kyllonen, P. C, & Marshalek, B. (1984). The topography of ability and learning correlations. In R.J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 2, pp. 47-103). Hillsdale, NJ: Lawrence Erlbaum Associates
81. Snow, R. E., & Lohman, D. F. (1984). Toward a theory of cognitive aptitude for learning from instruction. Journal of Educational Psychology, 76, 347-376
82. Snow, R. E., & Lohman, D. F. (1989). Implications of cognitive psychology for educational measurement. In R. L. Linn (Ed.), Educational Measurement (3rd ed., pp. 263-331). New York: Macmillan
83. Sternberg, R.J. (1985a). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press
84. Sternberg, R.J. (Ed.). (1985b). Human abilities: An information processing approach. New York: Freeman
85. Sternberg, R.J. (1986). Intelligence applied. San Diego: Harcourt Brace Jovanovich
86. Stipek, D. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 85-113). New York: Macmillian
87. Swanson, J. H. (1990). One-to-one instruction: An experimental evaluation of effective tutorial strategies. Unpublished doctoral dissertation, Stanford University, Stanford, CA
88. Tharp, R. G. (1989). Psychocultural variables and constants: Effects on teaching and learning in schools. American Psychologist, 44, 349-359
89. Tobias, S. (1985). Test anxiety: Interference, defective skills, and cognitive capacity. Educational Psychologist, 20, 135-142
90. Tobias, S. (1987). Learner characteristics. In R. M. Gagné (Ed.), Instructional technology: Foundations (pp. 207-231). Hillsdale, NJ: Lawrence Erlbaum Associates
91. Tobias, S. (1989). Another look at research on the adaptation of instruction and student characteristics. Educational Psychologist, 24, 213-227
92. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press
93. Wang, M. C, & Lindvall, C. M. (1984). Individual differences and school learning environments. Review of Research in Education, 11, 161-225
94. Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39
95. Weiner, B. (1980). Human motivation. New York: Holt, Rinehart & Winston
96. Wenger, E. (1987). Artificial intelligence and tutoring systems. Los Altos, CA: Kaufmann
97. Wood, D.J. (1980). Teaching the young child: Some relationships between social interaction, language, and thought. In D. R. Olson (Ed.), The social foundation of language and thought (pp. 280-296). New York: Norton