dividual differences学习中的个体差异.pptVIP

Eric Erikson Trust---mistrust (0-1) Autonomy---doubt (1-3) Initiative---guilt (3-6) Industry---inferiority (6-12) Seeking identity (above 12,teenager) Seeking intimacy (above 17,adult) Generavity---stagnation (middle-age) Integrity---despair (old age) * Personality Analysis 精神分析流派 特质流派 生物学流派 人本主义心理学家 行为主义和社会学习流派 认知流派 * (13) Learning Styles Learning styles:the particular way in which a learner tries to learn something. ---Cognitive dimension 1) field-independent vs.field-dependent; 2) analytic vs. global; 3) reflective vs. impulsive ---Sensory dimension 1) visual 2) auditory 3) tactile 4) kenesthetic ---Personality dimension 1) introverted vs. extroverted 2) ambiguity-tolerant vs. ambiguity-intolerant 3) left-brained vs. right-brained * (14) Language aptitude ---Phonetic coding ability: how well the student can use phonetic script to distinguish phonemes in the language ---Grammatical sensitivity: whether the student can pick out grammatical functions in the sentence ---Inductive language learning ability: whether the student can generalize patterns from one sentence to another. ---Rote learning: whether the student can remember vocabulary lists of foreign words paired with translations BICS---basic interpersonal communication skills（基本人际 交流技能） CALP---cognitive academic language proficiency （认知和 学术语言技能） * (15) Learning strategies (16) age (17) Sex/gender * Social factors:(18) Classroom activities and methods Koch and Terrell (1991) found that more than half of their subjects reported oral presentations in front of the class as the most anxiety-producing activities and that oral quizzes and being called on to respond orally were also anxiety-producing. * (19) Instructor-learner Interactions Harsh error correction, ridicule and the uncomfortable handling of mistakes in front of a class. S