ABSTRACT
The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning.
Subject(s)
Cognition/physiology , Judgment/physiology , Learning/physiology , Acoustic Stimulation , Adolescent , Cues , Female , Humans , Mental Recall/physiology , Photic Stimulation , Surveys and Questionnaires , Time Factors , Young AdultABSTRACT
Drinking is pervasive in the lifestyle of many college students. This study investigated the relationship between drinking and students' impulsivity, sensation seeking, alcohol consequences, and expectancies. The study was based on the Acquired Preparedness Model, which posits that personality constructs like impulsivity and sensation seeking influence drinking through the formation of positive expectancies about the effects of drinking. Freshmen (N = 260) from a large public university volunteered for the study and were administered three surveys. Structural equation modeling was used to examine the study variables. The findings showed that the total effect of impulsivity was mediated by positive alcohol expectancies. The total effect of sensation seeking was mediated by alcohol expectancies. Freshmen who were more impulsive and sensation seeking had more positive alcohol expectancies and experienced more negative consequences related to alcohol use. These findings suggest that the risk of alcohol consequences was associated with personality constructs and alcohol expectancies.
Subject(s)
Alcohol Drinking/psychology , Impulsive Behavior , Personality Assessment , Students/psychology , Universities , Adolescent , Education, Nursing, Continuing , Female , Humans , Male , Risk Factors , Risk-Taking , Surveys and Questionnaires , Young AdultABSTRACT
Previous studies have reported that our interpersonal knowledge shows an asymmetry; that is, we tend to believe that we know and understand other people's thoughts and feelings better than other people know and understand our own thoughts and feelings. In the present study, the authors compared American (114 men, 192 women) and Korean (99 men and 98 women) students to examine whether the asymmetry is greater in collectivistic than in individualistic culture in two types of relationships: horizontal (with best friends) and vertical (with parents). On all three items--Know, Understand, and Visibility--asymmetry was found for both horizontal and vertical relationships. Further, the Understand and Visibility items showed greater asymmetry for the Korean group than for the American group. It was concluded that asymmetry is greater in collectivistic than in individualistic culture. The cultural differences can be explained by self-consistency, sensitivity to social consequences, parent-child interaction, and living arrangement.
Subject(s)
Culture , Interpersonal Relations , Knowledge , Parent-Child Relations , Peer Group , Adult , Analysis of Variance , Cross-Cultural Comparison , Female , Humans , Male , Republic of Korea , United StatesABSTRACT
Concurrent validity of the WISC-III and WISC-IV was conducted using a sample of 35 students classified as educable mentally disabled. Full Scale IQ scores of previously administered WISC-III correlated .91 with WISC-IV Full Scale IQ scores when adjusted for restricted range. Of the previous eligibility decisions, 80% were confirmed by the WISC-IV scores. Implications of the findings and suggestions for research are discussed.
Subject(s)
Decision Making , Education, Special , Eligibility Determination , Persons with Mental Disabilities , Students , Surveys and Questionnaires , Adolescent , Child , Female , Humans , Male , Reproducibility of Results , Wechsler ScalesABSTRACT
Foram avaliadas as relações interpessoais em 248 jovens brasileiros com as idades de 11-12, 15-16, e 19-20 anos, usando-se o Inventário da Rede de Relações (Furman e Buhrmester, 1992). Os participantes classificaram quatro dimensões de seus relacionamentos com membros da família, professores e amigos: apoio, conflito, poder relativo e punição. Muitos aspectos fundamentais destes relacionamentos são semelhantes nas duas culturas. Todavia , os brasileiros geralmente apresentam níveis mais altos de apoio, conflito, poder relativo e punição em seus relacionamentos, comparativamente aos adolescentes estadunidenses. Os pré-adolescentes brasileiros se assemelham mais aos estadunidenses do que os jovens universitários(AU)
Subject(s)
Humans , Male , Female , Adolescent , Adult , Interpersonal Relations , Cross-Cultural Comparison , Adolescent Behavior , Adolescent , Family RelationsABSTRACT
Foram avaliadas as relações interpessoais em 248 jovens brasileiros com as idades de 11-12, 15-16, e 19-20 anos, usando-se o Inventário da Rede de Relações (Furman e Buhrmester, 1992). Os participantes classificaram quatro dimensões de seus relacionamentos com membros da família, professores e amigos: apoio, conflito, poder relativo e punição. Muitos aspectos fundamentais destes relacionamentos são semelhantes nas duas culturas. Todavia , os brasileiros geralmente apresentam níveis mais altos de apoio, conflito, poder relativo e punição em seus relacionamentos, comparativamente aos adolescentes estadunidenses. Os pré-adolescentes brasileiros se assemelham mais aos estadunidenses do que os jovens universitários
Subject(s)
Humans , Male , Female , Adolescent , Adult , Cross-Cultural Comparison , Interpersonal Relations , Adolescent , Adolescent Behavior , Family RelationsABSTRACT
Relacoes que envolvem habilidades socio-cognitivas e apoio emocional foram avaliadas em 248 adolescentes de 11-12, 15-16 e de 19-20 anos de idade, usando-se o Questionario de Competencias Interpessoais de Buhrmester (1990) e o Inventario da Rede de Relacoes (Furman e Buhrmester, 1992). Foram encontradas diferencas marcantes entre estes adolescentes, comparativamente a estudos anteriores. Em geral, os adolescentes de nossas amostras revelam baixos indices de habilidades socio-cognitivas e escores altos de apoio emocional em seus relacionamentos. O apoio emocional entre os adolescentes e seus pais, aqui estudados, decrescem entre o 2o. grau e a universidade, enquanto que, de acordo com amostras de estudos anteriores, este decrescimo de apoio ocorre do final do 1o. para o 2o. Graus de Ensino (Furman e Buhrmester, 1992). Contrariamente as expectativas baseadas em varios estudos sobre criancas e adolescentes, a capacidade de auto-avaliacao de habilidades socio-cognitivas aumentou significativamente com a idade.
