Individual Differences
Changing Conceptions in Research and Practice
Bibliographic Data
| ID | 11367185 |
|---|---|
| Authors | Thomas J Shuell (corresponding author) |
| Year | 1986 |
| Volume | 94 |
| Issue | 3 |
| Pages | 356-377 |
| Publication date | 1986-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0195-6744 • E-ISSN: 1549-6511 |
| Publisher | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/443854 |
| OpenAlex | W2061646793 |
| Language | EN |
| Citations received | 1 |
| References cited | 10 |
This article discusses some of the ways in which the assumptions and general conceptions underlying recent research on individual differences differ from those guiding earlier research. It is suggested that certain social-philosophical changes that have occurred since World War II (e. g., the cognitive revolution evident in psychology and education and the more egalitarian conceptions of individual differences apparent in many spheres of society) have had a substantial influence on current research. A framework for relating various aspects of current research on individual differences is suggested, and examples of research on both knowledge-based differences (e. g., expert/novice differences in problem solving) and process-related differences associated with intelligence and various types of learning tasks are presented and discussed
Cognition · Cognitive psychology · Educational research · Epistemology · Mathematics education · Process (computing · Social science · Sociology · Creativity in Education and Neuroscience · Emotional Intelligence and Performance · Neuroscience, Education and Cognitive Function · Psychology · Social Psychology
Expert and Novice Performance in Solving Physics Problems
Cognitive representations of semantic categories.
Perception in chess
Frames of mind
The nature of mental abilities
All's well that ends well, but it's a sad tale that begins at the end
All's well that begins and ends with both knowledge and process
The Cognitive Movement in Instruction
The two disciplines of scientific psychology
Learning theory and intelligence
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,03 |
| Citation span | 1990 - 1990 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |