Learning and Individual Differences最新文献

{"title":"Experimental evidence for rule learning as the underlying source of the item-position effect in reasoning ability measures","authors":"Helene M. von Gugelberg ,&nbsp;Karl Schweizer ,&nbsp;Stefan J. Troche","doi":"10.1016/j.lindif.2024.102622","DOIUrl":"10.1016/j.lindif.2024.102622","url":null,"abstract":"<div><div>For adequate description of reasoning test data, the consideration of the item-position effect (IPE) as a second latent variable in addition to reasoning ability is often required. The present study investigated the assumption that the learning of rules underlies the IPE. The factorial structure of two figural analogies tests was compared. 429 participants (age: 18–56 years) were randomly assigned to two conditions. In the continuous rule condition, the same rule had to be applied to all items and a typical IPE emerged. In the discontinuous rule condition, rules suddenly changed for the last items. This change led to the disruption of the IPE. A third latent variable was required to describe variance in the last items. Thus, the repetition of rules seems to be a precondition for a continuous IPE across test items. This is first evidence beyond correlations that individual differences in rule learning underlie the IPE.</div></div><div><h3>Educational relevance</h3><div>Reasoning tests are frequently used as an indicator of (general) intelligence and are valuable predictors of academic achievement. Our online experiment provides evidence for the notion that individual differences in reasoning tests are influenced by ad hoc rule learning during test taking that can be described as a latent variable and separated from the innate reasoning ability. These findings highlight the importance of not only looking at the overall performance but paying more attention to the dynamics of the test taking process itself.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102622"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Memorizing plans with an app: Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context","authors":"Daniel Biedermann ,&nbsp;Jasmin Breitwieser ,&nbsp;Lea Nobbe ,&nbsp;Hendrik Drachsler ,&nbsp;Garvin Brod","doi":"10.1016/j.lindif.2025.102641","DOIUrl":"10.1016/j.lindif.2025.102641","url":null,"abstract":"<div><div>What are effective learning activities in mobile, real-world contexts? We compared three learning activities in a planning app for children. The activities differed in their intended cognitive engagement according to the ICAP framework: a passive reading activity, an active retrieval activity, and a generative activity. Children (<em>N</em> = 106, 9–14 years) used the app to memorize one plan per day for 27 days. Unexpectedly, neither the retrieval activity nor the generative activity was associated with better overall recall than the passive activity. However, time spent on these activities and reported positive attitudes toward them moderated their effectiveness. Motivational and developmental factors predicted time spent on the retrieval and generative activities, and time on task in turn predicted their effectiveness. These findings suggest that the effectiveness of learning activities in real-world contexts depends on the ability and willingness of learners to engage with them repeatedly over time.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102641"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stability of early number sense competencies for predicting mathematics difficulties","authors":"Amber Beliakoff ,&nbsp;Nancy Jordan ,&nbsp;Alice Klein ,&nbsp;Brianna Devlin ,&nbsp;Chun-Wei Huang","doi":"10.1016/j.lindif.2025.102633","DOIUrl":"10.1016/j.lindif.2025.102633","url":null,"abstract":"<div><div>Significant individual differences in children's number competencies exist in early childhood, and these competencies can have long-term implications for academic and economic success (National Research Council, 2009). The present study assessed the classification accuracy of the Screener for Early Number Sense (SENS), a screening tool grounded in an evidence-informed conceptual model of number sense that is designed for children in pre-kindergarten (pre-K), kindergarten, and first grade. A cohort of 450 children was assessed on the SENS, followed by a standardized mathematics achievement measure one year later. Receiver operating characteristic (ROC) curve analyses indicated that the SENS effectively differentiated children who went on to show math difficulties (MD) from those without MD. Accuracy rate was acceptable for pre-K, kindergarten, and first grade. An analysis of SENS performance over time categorized by MD risk status revealed differing patterns of growth across the pre-K vs. kindergarten year. These collective findings underscore the importance of math screening as early as pre-K.</div></div><div><h3>Educational relevance</h3><div>Educators need reliable and valid tools to identify young children who may be at risk for mathematics learning difficulties. The present study presents a number sense screener that accurately predicts pre-kindergarten, kindergarten, and first grade students' later mathematical difficulties. The study demonstrates how screener results and prevalence rates can be used to identify individual-level student risk and to make subsequent instructional decisions across varying schools or districts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102633"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early predictors of mathematics learning difficulty in rural Chinese children","authors":"Yingyi Liu ,&nbsp;Xiao Zhang ,&nbsp;Nan Xiao","doi":"10.1016/j.lindif.2025.102630","DOIUrl":"10.1016/j.lindif.2025.102630","url":null,"abstract":"<div><div>Mathematics learning difficulty (MLD) can be manifested in the early years of primary school, yet its early indicators remain largely unexplored, particularly in the context of rural children. This study sought to address this gap by investigating the early predictors of MLD in rural Chinese children. The first wave of assessments conducted on 106 rural preschoolers (aged 40–60 months) encompassed IQ, spatial skills, short-term and working memory, visual attention, and vocabulary. Two years later, in Grade 1, their mathematics achievement was assessed, leading to the identification of 26 children with MLD (25 % percentile cut-off). After adjusting for age, it was found that children with MLD scored lower on preschool measures of spatial skills and visual attention compared to their typically achieving peers. Logistic regression analyses further revealed that lower preschool visual attention scores were indicative of a higher MLD probability in Grade 1. Also, a longer duration of boarding preschool attendance was associated with a lower MLD probability. This study thus provides novel insights into early cognitive and contextual factors that contribute to the later identification of MLD in rural Chinese children.</div></div><div><h3>Educational relevance and implications statement</h3><div>The present study revealed that disparities in spatial skills and visual attention, measured in preschool, differentiated rural Chinese children with and without mathematics learning difficulty (MLD). Additionally, visual attention and boarding school experience during preschool appeared to be uniquely predictive of the likelihood of MLD two years later. Practically, visual attention could be considered to be included in the early screening tools to detect children potentially at risk of developing MLD, at least in rural Chinese settings. Moreover, despite concerns about the well-being of children receiving institutionalized residential childcare at a young age, the practice of boarding during preschool in rural China appears to exert some beneficial effects on children's math development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102630"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement","authors":"Elizabeth Olivier ,&nbsp;Benoit Galand ,&nbsp;Jessica Bélanger ,&nbsp;Alexandre J.S. Morin","doi":"10.1016/j.lindif.2025.102631","DOIUrl":"10.1016/j.lindif.2025.102631","url":null,"abstract":"<div><div>The study assesses student perceptions of their teachers' practices and their associations with motivational and academic achievement. Multilevel latent profile analyses (3710 grade 9 students, 245 classrooms) identified five profiles at the student level: <em>Average with focus on rules</em> (20.50 %), <em>Average with focus on need-support</em> (30.45 %), <em>Differential treatment</em> (18.86 %), <em>Need-support and differential treatment</em> (11.70 %), and <em>High-on-all</em> (18.50 %). Students corresponding to the <em>High-on-all</em> profile reported the most positive outcomes. We identified three profiles at the classroom level: <em>Mostly differential treatment</em> (20.75 %), which was associated with the worst outcomes, <em>Average and high-on-all</em> (41.20 %), and <em>Mostly need-supportive</em> (38.06 %).</div></div><div><h3>Educational Relevance Statement</h3><div>This study has implications for initial and continuing teacher training. By identifying profiles of teaching practices perceived by students and classrooms, the study informs what combinations of practices are positively associated with different aspects of student motivation and achievement, according to their perceptions. The findings also contribute to understanding that some practices (e.g., differential treatment), generally thought to deplete student motivation, might not need to be proscribed as long as they are counterbalanced with high levels of other positive practices (e.g., need supportive practices and rule enforcement).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102631"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reading in print and digitally: Profiling and intervening in undergraduates' multimodal text processing, comprehension, and calibration","authors":"Lauren M. Singer Trakhman,&nbsp;Patricia A. Alexander,&nbsp;Jannah Fusenig","doi":"10.1016/j.lindif.2025.102627","DOIUrl":"10.1016/j.lindif.2025.102627","url":null,"abstract":"<div><div>This study reports on two experiments exploring differences in comprehension when students read multimodal documents (i.e., text and visual) in print and digital mediums. In Study I, 70 undergraduates read excerpts from an introductory geology textbook in print and on a computer screen. Data from comprehension and judgment of performance measures indicated that students comprehended better and spent more time reading in print than they did on screen. Based on processing behaviors, reading times, and judgments of performance accuracy (i.e., calibration), three clusters were identified. In Study II, 65 participants from Study I took part in an intervention aimed at improving students' comprehension and calibration when reading digitally. Students then read a multimodal text on the topic of volcanoes on screen. Analyses demonstrated that participants' comprehension scores and duration of reading were significantly improved over their performance in Study 1. However, calibration accuracy scores worsened for these participants following the intervention.</div></div><div><h3>Educational relevance statement</h3><div>Two studies examined how well students comprehended when reading in print and digitally, and how well they judged their performance in each medium. Based on reading time, reading behaviors, and comprehension scores, students read longer and understood more when they read in print. However, their performance judgments were poor under both mediums. After participating in an intervention aimed at improving comprehension and accuracy judgments for the digital medium, students' comprehension and the time they spent reading improved, but not their performance judgments.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102627"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of the topic-specific and topic-general prior knowledge on learning from multiple complementary texts","authors":"Bailing Lyu,&nbsp;Matthew T. McCrudden","doi":"10.1016/j.lindif.2024.102624","DOIUrl":"10.1016/j.lindif.2024.102624","url":null,"abstract":"<div><div>This study examined how the amount and specificity of prior knowledge affected learning from multiple complementary texts. The amount of prior knowledge refers to the quantity of knowledge relevant to a text topic. Topic-specific prior knowledge refers to the knowledge of content explicitly presented in a text, whereas topic-general prior knowledge refers to knowledge related to information in a text but not explicitly presented in the text. Undergraduates (<em>n</em> = 59) completed measures of topic-specific and topic-general prior knowledge and typed their thoughts while reading two texts. Participants also completed measures of comprehension and transfer after reading. The amount and specificity of prior knowledge influenced learning from both texts. Additionally, learning from the first text mediated the impact of topic-specific knowledge on learning from the second text.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102624"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived goal structures and student outcomes: Consistency of motivational experiences within and across classrooms","authors":"Rasa Erentaitė ,&nbsp;Rimantas Vosylis","doi":"10.1016/j.lindif.2024.102594","DOIUrl":"10.1016/j.lindif.2024.102594","url":null,"abstract":"<div><div>Our study investigates whether motivation experiences are consistent between and within classrooms, focusing on students' perceptions of goal structures, personal achievement goals, and grades. We used multilevel structural equation modeling with data collected from 1268 ninth-grade students (51.7 % females; average age = 14.87; standard deviation = 0.39) placed in 72 classes. Our findings show that students' perceptions of goal structures vary across classrooms, and that shared mastery goal perceptions are positively associated with average classroom grades. Within classrooms, when individual students perceive more mastery-related messages, their personal achievement goals (both mastery and performance) are higher. However, only mastery goals, out of the two student achievement goal orientations, are positively linked with grades and mediate between mastery goal structures and grades. Moreover, students from less affluent families have lower scores on both goal orientations and observe fewer performance-oriented messages in their learning environment; boys report lower mastery orientation. Student background effects on grades are partly explained by achievement goals, suggesting that unequal motivational experiences may partly account for achievement gaps related to social inequalities.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102594"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Individual differences in fluid intelligence moderate the interleaving effect for perceptual category learning","authors":"Steven C. Pan ,&nbsp;Liwen Yu ,&nbsp;Yilin Hong ,&nbsp;Marcus J. Wong ,&nbsp;Ganeash Selvarajan ,&nbsp;Michelle E. Kaku","doi":"10.1016/j.lindif.2024.102603","DOIUrl":"10.1016/j.lindif.2024.102603","url":null,"abstract":"<div><div>The <em>interleaving effect</em> refers to the finding that repeatedly switching between categories during study or practice enhances learning relative to focusing on only one category at a time. Two studies investigated whether this effect is moderated by individual differences in fluid intelligence (gF), episodic memory (EM) ability, and/or working memory capacity (WMC). In Study 1 (undergraduate students) and Study 2 (adult online participants), higher gF scores were associated with larger interleaving effects for perceptual categories (artists' painting styles). Additionally, higher EM ability was associated with larger interleaving effects for perceptual categories in Study 1, whereas an analogous pattern was observed for WMC in Study 2. There were no indications that the investigated cognitive abilities moderated the interleaving effect for text-based categories (psychological disorders). Overall, these findings suggest that higher-ability learners benefit especially from interleaving in the case of perceptual category learning, with attendant theoretical and pedagogical implications.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102603"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143183047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Media multitasking reading habits are negatively associated to text comprehension and metacomprehension","authors":"Mario Romero ,&nbsp;Lidia Altamura ,&nbsp;Ladislao Salmerón ,&nbsp;Pablo Delgado","doi":"10.1016/j.lindif.2024.102593","DOIUrl":"10.1016/j.lindif.2024.102593","url":null,"abstract":"<div><div>Research on the relationship between media multitasking and text comprehension has largely focused on the consequences of multitasking concurrently to a reading episode. Little is known about the relation between media multitasking habits and text comprehension and metacomprehension. We conducted three experiments involving different student samples (undergraduates and secondary-school students). Participants read expository texts varying in length, difficulty, and the reading medium. Experiment 3 varied the presence of a distraction task. After reading, the students predicted their performance in a subsequent text comprehension test and then completed the test. Main results showed a negative association between media multitasking habits and text comprehension across all the experiments, even after controlling for students' sustained attention and short-term verbal memory capacity, reading comprehension skills, and prior knowledge. The association between media multitasking habits and metacomprehension varied across experiments. We discuss potential mechanisms underlying these relationships and suggest lines to further explore this phenomenon.</div></div><div><h3>Educational relevance and implications</h3><div>Our study identified a consistent negative association between the media multitasking reading habits of secondary-school and undergraduate students' and their text comprehension and metacomprehension. The relationship between undergraduate students' metacomprehension and media multitasking habits was more pronounced when reading long texts on screen (vs. in print). We found that text difficulty and engaging in a secondary off-task activity while reading did not significantly influence any of the associations. Although our results do not imply causation due to their correlational nature, they do support the idea of motivating and training students to minimize multitasking behaviour during reading to avoid potential detrimental effects on their reading comprehension skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102593"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}