Dedication |
Acknowledgments |
Introduction |
References |
Individual Difference in Learning and Instruction / Part I: |
Individuals, Differences, and Learning / 1: |
Conclusion |
Individual Differences and Instruction / 2: |
Adapting Instruction to Individual Differences and Learning Outcomes / 3: |
Intelligence: Mapping Mental Abilities / Part II: |
Second-Order Mental Abilities / 4: |
Thurston's Primary Mental Abilities / 5: |
Guilford's Structure of the Intellect / 6: |
Cognitive Controls / Part III: |
Field Dependence and Field Independence (Global vs. Articulated Style) / 7: |
Cognitive Flexibility (Constricted vs. Flexible Control) / 8: |
Bibliography |
Impulsivity/Reflectivity (Cognitive Tempo) / 9: |
Focal Attention (Scanning vs. Focusing) / 10: |
Category Width (Breadth of Categorizing) / 11: |
Cognitive Complexity/Simplicity / 12: |
Automatization (Strong vs. Weak Automatization) / 13: |
Cognitive Styles / Part IV: |
Visual/Haptic / 14: |
Visualizer/Verbalizer / 15: |
Leveling/Sharpening / 16: |
Serialist/Holist / 17: |
Conceptual Style (Analytical/Relational) / 18: |
Learning Styles / Part V: |
Hill's Cognitive Style Mapping / 19: |
Kolb's Learning Styles / 20: |
Dunn & Dunn Learning Styles / 21: |
Grasha-Riechmann Learning Styles / 22: |
Gregorc Learning Styles / 23: |
Personality Types and Learning / Part VI: |
Anxiety / 24: |
Tolerance for Unrealistic Experiences / 25: |
Ambiguity Tolerance / 26: |
Frustration Tolerance / 27: |
Locus of Control / 28: |
Extroversion and Introversion / 29: |
Achievement Motivation / 30: |
Risk Taking Versus Cautiousness / 31: |
Prior Knowledge / Part VII: |
Prior Knowledge and Achievement / 32: |
Structural Knowledge / 33: |
Author Index |
Subject Index |