scholarly journals Individual differences: Case studies of rodent and primate intelligence.

2017 ◽  
Vol 43 (4) ◽  
pp. 325-340 ◽  
Author(s):  
Louis D. Matzel ◽  
Bruno Sauce
Keyword(s):  
Individual Differences ◽  
Case Studies ◽  
Primate Intelligence

scholarly journals Customized ViNeRS Method for Video Neuro-Advertising of Green Housing

2020 ◽  
Vol 17 (7) ◽  
pp. 2244 ◽  
Author(s):  
Arturas Kaklauskas ◽  
Edmundas Kazimieras Zavadskas ◽  
Bjoern Schuller ◽  
Natalija Lepkova ◽  
Gintautas Dzemyda ◽  
...  
Keyword(s):  
Individual Differences ◽  
Case Studies ◽  
Multiple Criteria ◽  
Tool Support ◽  
Affective Behavior ◽  
Circumplex Model ◽  
Practical Application ◽  
Green Housing ◽  
Residential Unit ◽  
Decision Tables

The implementation of advertising for green housing usually involves consideration of individual differences among potential buyers, their desires for residential unit features as well as location impacts on a selected property. Much more rarely, there is consideration of the arousal and valence, affective behavior, emotional, and physiological states of possible buyers of green housing (AVABEPS) while they review the advertising. Yet, no integrated consideration of all these factors has been undertaken to date. The objective of this study was to consider, in an integrated manner, the AVABEPS, individual differences, and location impacts on property and desired residential unit features. During this research, the applications for the above data involved neuromarketing and multicriteria examination of video advertisements for diverse client segments by applying neuro decision tables. All of this can be performed by employing the method for planning and analyzing and by multiple criteria and customized video neuro-advertising green-housing variants (hereafter abbreviated as the ViNeRS Method), which the authors of this article have developed and present herein. The developed ViNeRS Method permits a compilation of as many as millions of alternative advertising variants. During the time of the ViNeRS project, we accumulated more than 350 million depersonalized AVABEPS data. The strong and average correlations determined in this research (over 35,000) and data examination by IBM SPSS tool support demonstrate the need to use AVABEPS in neuromarketing and neuro decision tables. The obtained dependencies constituted the basis for calculating and graphically submitting the ViNeRS circumplex model of affect, which the authors of this article developed. This model is similar to Russell’s well-known earlier circumplex model of affect. Real case studies with their related contextual conditions presented in this manuscript show a practical application of the ViNeRS Method.

Emotional Intelligence and Achievement: Redefining Giftedness?

2002 ◽  
Vol 16 (3) ◽  
pp. 261-273 ◽  
Author(s):  
Jacobus G. Maree ◽  
Liesel Ebersöhn
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Individual Differences ◽  
Case Studies ◽  
Emotional Stability ◽  
Measuring Instruments ◽  
Life Success ◽  
The Face

Many researchers still consider measured intelligence as the most significant predictor for academic and life success, despite the fact that research time and again confirms that proven academic achievement is a far better predictor of academic achievement than a mere IQ score. This article examines the possible meaning of the construct “emotional intelligence”. The term is used to explain individual differences associated with life success; differences that are not sufficiently measured with traditional intelligence measuring instruments. Emotional intelligence includes social deftness, emotional stability, compassion and integrity. It is defined by Goleman, Salovey and Mayer, Bar-On and others as the ability to motivate oneself, to persist in the face of frustrations; to control impulse and delay gratification; to regulate one's moods, to keep distress from interfering with the ability to think; to empathize, to hope, to perform, to be creative. Two case studies are discussed in an attempt to facilitate a contribution to the understanding of some of the reasons for the often-found gap between a person's potential and his or her actual achievement.

scholarly journals Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies

2010 ◽  
Vol 27 (2) ◽  
pp. 51
Author(s):  
Theresa Hyland
Keyword(s):  
Individual Differences ◽  
Effective Teaching ◽  
Case Studies ◽  
Critical Literacy ◽  
Teaching Strategies ◽  
Subsequent Development ◽  
Reading And Writing ◽  
Writing Practices ◽  
Effective Teaching Strategies ◽  
Comprehensible Input

Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.

An Outside Perspective

2016 ◽  
pp. 327-336
Author(s):  
Harold Chui ◽  
Sarah Bloch-Elkouby ◽  
Jacques P. Barber
Keyword(s):  
Clinical Trial ◽  
Mixed Methods ◽  
Individual Differences ◽  
Randomized Clinical Trial ◽  
Case Studies ◽  
Quantitative Methods ◽  
Research Team ◽  
Psychotherapy Research ◽  
Confirmatory Bias ◽  
Qualitative And Quantitative Methods

Case Studies Within Psychotherapy Trials: Integrating Qualitative and Quantitative Methods presents a specific, mixed-methods approach, called the “Cases Within Trials” (CWT) model, to psychotherapy research, combining the results from a randomized clinical trial (RCT) with systematic case studies involving contrasting outcomes drawn from the experimental condition of the RCT; and a synthesis of the two types of knowledge. Chapters 3–6 of the book present four specific and diverse projects that concretely illustrate the CWT method. Chapter 7 presents an outside perspective on the four projects from a research team expert in conducting traditional RCTs. The authors explore the benefits of the CWT approach, such as confirming certain findings and challenging other findings in the quantitative group literature, and coming up with new hypotheses emerging from individual differences within group findings. In addition, the authors document some of the challenges of the CWT approach, such as confirmatory bias and case selection.

Introduction to the Column: Exploring Individual Differences Through Case Studies

Relay Journal ◽  
2019 ◽  
pp. 102-103
Keyword(s):  
Individual Differences ◽  
Case Studies ◽  
Learner Beliefs ◽  
First Case ◽  
The Relationship

Welcome to the first case studies column in Relay Journal. In this inaugural column, we introduce six case studies which we have grouped into three loose categories. The first two papers explore the development of learners’ relationships with English study; the following two investigate the relationship between learner beliefs and motivation, and the final two studies look at how personality and anxiety affect English use.

Individual differences in pronoun reversal: Evidence from two longitudinal case studies

2011 ◽  
Vol 39 (1) ◽  
pp. 162-191 ◽  
Author(s):  
KAREN E. EVANS ◽  
KATHERINE DEMUTH
Keyword(s):  
Autism Spectrum Disorder ◽  
Individual Differences ◽  
Case Studies ◽  
Perspective Taking ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Second Person ◽  
Corpus Data ◽  
Self Reference ◽  
Longitudinal Case Studies

ABSTRACTPronoun reversal, the use of you for self-reference and I for an addressee, has often been associated with Autism Spectrum Disorder (ASD) and impaired language. However, recent case studies have shown the phenomenon also to occur in typically developing and even precocious talkers. This study examines longitudinal corpus data from two children, a typically developing girl, and a boy with Asperger's syndrome. Both were precocious talkers who reversed the majority of their personal pronouns for several months. A comparison of the children's behaviors revealed quantitative and qualitative differences in pronoun use: the girl showed ‘semantic confusion’, using second person pronouns for self-reference, whereas the boy showed a discourse–pragmatic deficit related to perspective-taking. The results suggest that there are multiple mechanisms underlying pronoun reversal and provide qualified support for both the Name/Person Hypothesis (Clark, 1978; Charney, 1980b) and the Plurifunctional Pronoun Hypothesis (Chiat, 1982).

Sign in / Sign up

Export Citation Format

Share Document