Individual differences in learning and memory: Psychometrics and the single case.

2004 ◽  
pp. 31-54 ◽  
Author(s):  
Alan Baddeley ◽  
Susan Gathercole
Keyword(s):  
Individual Differences ◽  
Learning And Memory ◽  
Single Case

Learning Efficiency: Identifying Individual Differences in Learning Rate and Retention in Healthy Adults

2018 ◽  
Vol 29 (9) ◽  
pp. 1436-1450 ◽  
Author(s):  
Christopher L. Zerr ◽  
Jeffrey J. Berg ◽  
Steven M. Nelson ◽  
Andrew K. Fishell ◽  
Neil K. Savalia ◽  
...  
Keyword(s):  
Individual Differences ◽  
Foreign Language ◽  
Learning And Memory ◽  
Standardized Tests ◽  
Healthy Adults ◽  
Learning Rate ◽  
Learning Abilities ◽  
Learning Efficiency ◽  
Paired Associates

People differ in how quickly they learn information and how long they remember it, yet individual differences in learning abilities within healthy adults have been relatively neglected. In two studies, we examined the relation between learning rate and subsequent retention using a new foreign-language paired-associates task (the learning-efficiency task), which was designed to eliminate ceiling effects that often accompany standardized tests of learning and memory in healthy adults. A key finding was that quicker learners were also more durable learners (i.e., exhibited better retention across a delay), despite studying the material for less time. Additionally, measures of learning and memory from this task were reliable in Study 1 ( N = 281) across 30 hr and Study 2 ( N = 92; follow-up n = 46) across 3 years. We conclude that people vary in how efficiently they learn, and we describe a reliable and valid method for assessing learning efficiency within healthy adults.

scholarly journals Précis of From neuropsychology to mental structure

1991 ◽  
Vol 14 (3) ◽  
pp. 429-438 ◽  
Author(s):  
Tim Shallice
Keyword(s):  
Individual Differences ◽  
Short Term Memory ◽  
Single Case ◽  
Normal Function ◽  
Short Term ◽  
Cognitive Neuropsychology ◽  
Term Memory ◽  
Input And Output ◽  
Eclectic Approach ◽  
Cognitive Theories

AbstractNeuropsychological results are increasingly cited in cognitive theories although their methodology has been severely criticised. The book argues for an eclectic approach but particularly stresses the use of single-case studies. A range of potential artifacts exists when inferences are made from such studies to the organisation of normal function – for example, resource differences among tasks, premorbid individual differences, and reorganisation of function. The use of “strong” and “classical” dissociations minimises potential artifacts. The theoretical convergence between findings from fields where cognitive neuropsychology is well developed and those from the normal literature strongly suggests that the potential artifacts are not critical. The fields examined in detail in this respect are short-term memory, reading, writing, the organisation of input and output speech systems, and visual perception. Functional dissociation data suggest that not only are input systems organised modularly, but so are central systems. This conclusion is supported by findings on impairment of knowledge, visual attention, supervisory functions, memory, and consciousness.

scholarly journals DIR/FLOORTIME UNTUK MENINGKATKAN KOMUNIKASI ANTARA ANAK DENGAN AUTISME DAN IBU DENGAN PROFIL SENSORI BERBEDA

2019 ◽  
Vol 3 (3) ◽  
pp. 177
Author(s):  
Ezra Dessabela Isnannisa ◽  
Lia Mawarsari Boediman
Keyword(s):  
Autism Spectrum Disorder ◽  
Individual Differences ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
Case Design ◽  
Structured Play

Kesulitan menjalin komunikasi adalah salah satu fitur utama pada Autism Spectrum Disorder (ASD). Anak dengan ASD cenderung memiliki gangguan pemrosesan sensori yang berdampak pada defisit kemampuan komunikasi. Hal tersebut membuat anak membutuhkan bantuan pengasuh untuk meregulasi diri sebelum dapat menjalin komunikasi dengan orang lain. Salah satu intervensi yang membantu meningkatkan kemampuan komunikasi adalah Developmental, Individual Differences, Relationship (DIR)/Floortime. Intervensi ini mempertimbangkan keunikan profil sensori dan perkembangan functional emotional partisipan sebagai landasan pembuatan program, serta melibatkan pengasuh secara aktif. Secara lebih lanjut, penelitian ini bertujuan untuk mengevaluasi efektivitas DIR/Floortime untuk meningkatkan komunikasi antar anak usia 4 tahun 2 bulan dengan autisme dan ibu dengan profil sensori yang berbeda.  Penelitian ini menggunakan single case design dan multiple baselines across situations untuk mengevaluasi penerapan DIR/Floortime pada situasi free dan semi-structured play. Lembar Observasi Circle of Communication (CoC) digunakan untuk menghitung jumlah komunikasi dua arah yang terjalin antara anak dan ibu. Skor kapasitas perkembangan functional emotional anak dan ibu juga diukur menggunakan Functional Emotional Assesment Scale untuk mengetahui kapasitas perkembangan yang melandasi kemampuan komunikasi. Hasil penelitian mengindikasikan bahwa DIR/Floortime efektif untuk meningkatkan jumlah dan kualitas komunikasi antara anak dan ibu. Setelah intervensi, anak lebih sering melakukan kontak mata, melakukan inisiasi dan respons verbal, serta tampak lebih engaged dalam berinteraksi bersama ibu. Keterlibatan aktif ibu dalam intervensi membuat ibu langsung merasakan perubahan positif pada anak saat berinteraksi. Hal tersebut memotivasi ibu yang sebelumnya cenderung pasif dalam berinteraksi untuk lebih dapat mengikuti minat dan tingkat keaktifan anak.

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