Dedication | p. vii |
Acknowledgments | p. vii |
Introduction | p. viii |
References | p. xvii |
Individual Difference in Learning and Instruction | p. 1 |
Individuals, Differences, and Learning | p. 3 |
Conclusion | p. 16 |
References | p. 17 |
Individual Differences and Instruction | p. 19 |
Conclusion | p. 30 |
References | p. 31 |
Adapting Instruction to Individual Differences and Learning Outcomes | p. 35 |
Introduction | p. 35 |
References | p. 41 |
Intelligence: Mapping Mental Abilities | p. 43 |
Introduction | p. 43 |
Conclusion | p. 50 |
References | p. 51 |
Second-Order Mental Abilities | p. 53 |
References | p. 60 |
Thurston's Primary Mental Abilities | p. 63 |
References | p. 71 |
Guilford's Structure of the Intellect | p. 73 |
References | p. 81 |
Introduction | p. 83 |
Cognitive Controls | p. 83 |
References | p. 85 |
Field Dependence and Field Independence (Global vs. Articulated Style) | p. 87 |
References | p. 98 |
Cognitive Flexibility (Constricted vs. Flexible Control) | p. 105 |
References | p. 110 |
Bibliography | p. 111 |
Impulsivity/Reflectivity (Cognitive Tempo) | p. 113 |
References | p. 121 |
Focal Attention (Scanning vs. Focusing) | p. 127 |
References | p. 134 |
Category Width (Breadth of Categorizing) | p. 137 |
References | p. 145 |
Cognitive Complexity/Simplicity | p. 149 |
References | p. 160 |
Automatization (Strong vs. Weak Automatization) | p. 165 |
References | p. 170 |
Cognitive Styles | p. 173 |
References | p. 175 |
Visual/Haptic | p. 177 |
References | p. 186 |
Bibliography | p. 188 |
Visualizer/Verbalizer | p. 191 |
References | p. 198 |
Leveling/Sharpening | p. 201 |
References | p. 207 |
Serialist/Holist | p. 209 |
References | p. 217 |
Conceptual Style (Analytical/Relational) | p. 221 |
References | p. 229 |
Learning Styles | p. 233 |
Hill's Cognitive Style Mapping | p. 235 |
References | p. 245 |
Kolb's Learning Styles | p. 249 |
References | p. 260 |
Dunn & Dunn Learning Styles | p. 263 |
References | p. 274 |
Grasha-Riechmann Learning Styles | p. 281 |
References | p. 287 |
Gregorc Learning Styles | p. 289 |
References | p. 300 |
Personality Types and Learning | p. 303 |
References | p. 307 |
Anxiety | p. 309 |
References | p. 321 |
Tolerance for Unrealistic Experiences | p. 325 |
References | p. 331 |
Ambiguity Tolerance | p. 333 |
References | p. 340 |
Frustration Tolerance | p. 343 |
References | p. 349 |
Locus of Control | p. 351 |
References | p. 362 |
Extroversion and Introversion | p. 367 |
References | p. 377 |
Achievement Motivation | p. 381 |
References | p. 396 |
Risk Taking Versus Cautiousness | p. 403 |
References | p. 414 |
Prior Knowledge | p. 417 |
Prior Knowledge and Achievement | p. 419 |
References | p. 427 |
Structural Knowledge | p. 433 |
References | p. 445 |
Author Index | p. 449 |
Subject Index | p. 467 |
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