Locus of Control and Mathematics Instruction

McLeod, Douglas B.; Adams, Verna M.

doi:10.1080/00220973.1980.11011772

Cited by 4 publications

(2 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Parallel findings of marginal magnitude were reported in similar mathematics classes for elementary school teachers with shorter treatment periods (McLeod & Adams, 1980/1981). Three experiments were conducted using somewhat different instantiations of amount of guidance given during instruction and somewhat different target content.…”

Section: Related Literatures With Appropriate Methodologiessupporting

confidence: 76%

Learning Styles

Pashler

McDaniel

Rohrer

et al. 2008

Psychol Sci Public Interest

1,389

405

View full text Add to dashboard Cite

The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common-but not the only-hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a "visual learner," emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judge...

show abstract

Section: Related Literatures With Appropriate Methodologiessupporting

confidence: 76%

Learning Styles

Pashler

McDaniel

Rohrer

et al. 2008

Psychol Sci Public Interest

1,389

405

View full text Add to dashboard Cite

show abstract

“…Similar ATI findings have been made for locus of control, which refers to an individual's belief about whether his or her successes or failures are a consequence of internal or external factors (Rotter, ). A number of studies have found that students with an external locus of control demonstrated better understanding of material taught in highly guided instruction conditions, whereas students with an internal locus of control demonstrated better understanding in less highly guided conditions (Daniels & Stevens, ; Horak & Horak, ; Horak & Slobodzian, ; McLeod & Adams, 1980/1981). Like the ATI studies centering on cognitive ability, these studies suggest that differences in preferences for structure may differentially affect learning in training conditions high and low in structure.…”

Section: Introductionmentioning

confidence: 99%

Individual Differences in the Effectiveness of Error Management Training for Developing Negotiation Skills

Cullen

Muros

Rasch³

et al. 2013

Int J Selection Assessment

View full text Add to dashboard Cite

This study investigated whether the effectiveness of an error management approach to training negotiation knowledge and skill depended on individual differences in conscientiousness, extraversion, and openness to experience. Participants were randomly assigned to two training programs that incorporated key elements of an error management and behavioral modeling approach to training, and were trained in the complex interpersonal skill of negotiation. At the end of training, declarative knowledge acquisition, procedural knowledge acquisition, declarative knowledge retention, and transfer performance were assessed at different points in time. Results suggested that the effectiveness of the error management training program was dependent on individual levels of conscientiousness and extraversion. For several learning outcomes, the performance of highly conscientious and extraverted individuals was superior in the error management condition, while the performance of less conscientious and introverted individuals was superior in the behavioral modeling condition. The implications of these findings, and suggestions for future research, are discussed.

show abstract

Discovery and Expository Methods in Teaching Visual Consonant and Word Identification

Gesi

Massaro

Cohen

1992

J Speech Lang Hear Res

View full text Add to dashboard Cite

An experiment was conducted to examine the processes involved in lipreading as well as to investigate an optimal approach to teaching lipreading skill. We compared discovery and expository methods of learning to lip-read. Twenty-six college students with normal hearing were trained over 3 days to lip-read consonant-vowel (CV) syllables. The training material consisted of a prerecorded videotape of four different talkers. The task was a forced-choice procedure with feedback. Subjects learned with training, but there was no difference between the two learning methods. As a retention measure, subjects returned 4 weeks later and repeated the training. There were significant savings of the original learning. Three weeks after the retention phase, subjects were tested with a 10-item forced-choice monosyllabic word task. Those subjects who had extensive training on CV syllables did no better on identifying the monosyllabic words than did a control group of 9 subjects with no training. Nevertheless, performance for all three groups (discovery, expository, and no training) improved during training in the word identification task.

show abstract

Locus of Control and Mathematics Instruction

Cited by 4 publications

References 7 publications

Learning Styles

Learning Styles

Individual Differences in the Effectiveness of Error Management Training for Developing Negotiation Skills

Discovery and Expository Methods in Teaching Visual Consonant and Word Identification

Contact Info

Product

Resources

About