This document discusses individual differences in learning and memory, including the relationships between genetics and learning, the implications of age and gender, and the influence of personality on learning. It analyzes how twin studies show substantial genetic influences on learning abilities and disabilities. It also explores how age impacts prenatal learning, classical conditioning in infants, and cognitive capacity in aging. Personality traits like those in the Five-Factor Model influence information seeking and learning strategies.
Memory improvement can be achieved in two ways: 1) by improving the health of your brain, and 2) using memory skills. These are easier to do than you might think, but you have to make the effort.
Memory improvement can be achieved in two ways: 1) by improving the health of your brain, and 2) using memory skills. These are easier to do than you might think, but you have to make the effort.
Running head INTEGRATIVE LITERATURE REVIEW1INTEGRATIVE LITERAT.docxwlynn1
Running head: INTEGRATIVE LITERATURE REVIEW 1
INTEGRATIVE LITERATURE REVIEW 2
Integrative Literature Review
Name
PSY/699
Instructor name
Date
Biological Psychology
Delgado, N., Caridad, M., Salabert Tortoló, I., Morales Díaz, M., Mestre Cárdenas, V. A., Alfonso, G., ... & Toledo Martínez, T. E. (2017). La motivación en los estudiantes de primer año de la carrera de Medicina. Curso 2015-2016. Revista Médica Electrónica, 39(4), 906-915.
Garfinkel, S. N., Seth, A. K., Barrett, A. B., Suzuki, K., & Critchley, H. D. (2015). Knowing your own heart: distinguishing interoceptive accuracy from interoceptive awareness. Biological psychology, 104, 65-74.
Lazarević, L. B., Bošnjak, M., Knežević, G., Petrović, B., Purić, D., Teovanović, P., ... & Bodroža, B. (2016). Disintegration as an Additional Trait in the Psychobiological Model of Personality. Zeitschrift für Psychologie.
Liu, R. T. (2017). The microbiome as a novel paradigm in studyinng stress and mental health. American Psychologist, 72(7), 655.
Page, D. (2015). Suzanne Higgs, Alison Cooper, Jonathan Lee and Mike Harris, Biological Psychology.
van Rijn, H. (2014). It's time to take the psychology of biological time into account: speed of driving affects a trip's subjective duration. Frontiers in psychology, 5, 1028.
Rationale
Biopsychology is the process of using biology and its principles in the study of the behavior of people that the mental processes that they have. I have chosen six articles that were published in several journals. It means that the information in them is very valid and is reliable. The text is also readable as the content is written and the English used is relatively simple. The information in the research papers can also be generalized as all human are the same and most biological systems that lead to some behavior are also the same. The primary rationale for the inclusion is that the natural systems have a significant influence on the psychology of a person and the response that they put in place.
Cognitive Psychology
Ifenthaler, D., Sampson, D. G., & Spector, J. M. (2015). Interactions between cognitive psychology, educational technology, and computing in the digital age. Technology, knowledge and learning, 20(2), 129-131.
Mathiassen, S. E., & Sörqvist, P. (2018). Ergonomics observation: development of efficient methods based on cognitive psychology. In 20th Congress International Ergonomics Association; Florens; 26-30 augusti 2018.
Primi, R. (2014). Developing a fluid intelligence scale through a combination of Rasch modeling and cognitive psychology. Psychological assessment, 26(3), 774.
Proctor, R. W., & Urcuioli, P. J. (2016). Functional relations and cognitive psychology: Lessons from human performance and animal research. International Journal of Psychology, 51(1), 58-63.
Putnam, A. L., Sungkhasettee, V. W., & Roediger III, H. L. (2016). Optimizing learning in college: tips from cognitive psychology. Perspectives on Psychological Sc.
Child Gender Influences Paternal Behavior, Language, and Brain.docxbartholomeocoombs
Child Gender Influences Paternal Behavior, Language, and Brain Function
Jennifer S. Mascaro
Emory University
Kelly E. Rentscher
University of Arizona
Patrick D. Hackett
Emory University
Matthias R. Mehl
University of Arizona
James K. Rilling
Emory University
Multiple lines of research indicate that fathers often treat boys and girls differently in ways that impact
child outcomes. The complex picture that has emerged, however, is obscured by methodological
challenges inherent to the study of parental caregiving, and no studies to date have examined the
possibility that gender differences in observed real-world paternal behavior are related to differential
paternal brain responses to male and female children. Here we compare fathers of daughters and fathers
of sons in terms of naturalistically observed everyday caregiving behavior and neural responses to child
picture stimuli. Compared with fathers of sons, fathers of daughters were more attentively engaged with
their daughters, sang more to their daughters, used more analytical language and language related to
sadness and the body with their daughters, and had a stronger neural response to their daughter’s happy
facial expressions in areas of the brain important for reward and emotion regulation (medial and lateral
orbitofrontal cortex [OFC]). In contrast, fathers of sons engaged in more rough and tumble play (RTP),
used more achievement language with their sons, and had a stronger neural response to their son’s neutral
facial expressions in the medial OFC (mOFC). Whereas the mOFC response to happy faces was
negatively related to RTP, the mOFC response to neutral faces was positively related to RTP, specifically
for fathers of boys. These results indicate that real-world paternal behavior and brain function differ as
a function of child gender.
Keywords: experience sampling, fathers, fMRI, gender socialization, play
Supplemental materials: http://dx.doi.org/10.1037/bne0000199.supp
A number of studies argue that parents treat girls and boys
differently, and learning theory proposes that parents model and
reinforce gender stereotypes in their children (Bandura & Walters,
1977; Bussey & Bandura, 1999). For example, some research
indicates that mothers talk more (Leaper, Anderson, & Sanders,
1998; MacDonald & Parke, 1984) and are more restrictive of
physical risk-taking with daughters (Morrongiello & Hogg, 2004)
than with sons. Other research indicates that western fathers and
mothers are more elaborative in autobiographical storytelling with
girls than boys (Fivush, 2011). Moreover, parents often encourage
gender-stereotyped play behavior and household chores and dis-
courage gender-atypical behavior (Lytton & Romney, 1991), and
both mothers and fathers are more likely to engage in rough and
tumble (RTP) play with boys than with girls (McIntyre & Ed-
wards, 2009; Paquette & Dumont, 2013; Pellegrini & Smith,
1998). Related lines of research also point to differences in paren-
tal behavio.
Relational Assessment between Teacher's Implicit Theories, Rating Judgments a...AJHSSR Journal
In the context of the complementary roles (teacher-student), the teacher's implicit theories
interfere and form the educational relationship, direct the categorization, the resulting expectations and the
behaviors of the interacting persons, thus obstructing or facilitating the learning process. The aim of the present
study is to outline aspects of the teachers' implicit theories and discuss whether they can be altered, emphasizing
on the emergence of the imaginary element relying on student assessment. In order to achieve the aim above, a
meta-analysis of a series of four researches is carried out examining the ways that the implicit theories of
teachers are linked to the assessment judgments and the consequent expectations for student assessment.
Builder.ai Founder Sachin Dev Duggal's Strategic Approach to Create an Innova...Ramesh Iyer
In today's fast-changing business world, Companies that adapt and embrace new ideas often need help to keep up with the competition. However, fostering a culture of innovation takes much work. It takes vision, leadership and willingness to take risks in the right proportion. Sachin Dev Duggal, co-founder of Builder.ai, has perfected the art of this balance, creating a company culture where creativity and growth are nurtured at each stage.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Essentials of Automations: Optimizing FME Workflows with ParametersSafe Software
Are you looking to streamline your workflows and boost your projects’ efficiency? Do you find yourself searching for ways to add flexibility and control over your FME workflows? If so, you’re in the right place.
Join us for an insightful dive into the world of FME parameters, a critical element in optimizing workflow efficiency. This webinar marks the beginning of our three-part “Essentials of Automation” series. This first webinar is designed to equip you with the knowledge and skills to utilize parameters effectively: enhancing the flexibility, maintainability, and user control of your FME projects.
Here’s what you’ll gain:
- Essentials of FME Parameters: Understand the pivotal role of parameters, including Reader/Writer, Transformer, User, and FME Flow categories. Discover how they are the key to unlocking automation and optimization within your workflows.
- Practical Applications in FME Form: Delve into key user parameter types including choice, connections, and file URLs. Allow users to control how a workflow runs, making your workflows more reusable. Learn to import values and deliver the best user experience for your workflows while enhancing accuracy.
- Optimization Strategies in FME Flow: Explore the creation and strategic deployment of parameters in FME Flow, including the use of deployment and geometry parameters, to maximize workflow efficiency.
- Pro Tips for Success: Gain insights on parameterizing connections and leveraging new features like Conditional Visibility for clarity and simplicity.
We’ll wrap up with a glimpse into future webinars, followed by a Q&A session to address your specific questions surrounding this topic.
Don’t miss this opportunity to elevate your FME expertise and drive your projects to new heights of efficiency.
Slack (or Teams) Automation for Bonterra Impact Management (fka Social Soluti...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on the notifications, alerts, and approval requests using Slack for Bonterra Impact Management. The solutions covered in this webinar can also be deployed for Microsoft Teams.
Interested in deploying notification automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Securing your Kubernetes cluster_ a step-by-step guide to success !KatiaHIMEUR1
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Kubernetes & AI - Beauty and the Beast !?! @KCD Istanbul 2024Tobias Schneck
As AI technology is pushing into IT I was wondering myself, as an “infrastructure container kubernetes guy”, how get this fancy AI technology get managed from an infrastructure operational view? Is it possible to apply our lovely cloud native principals as well? What benefit’s both technologies could bring to each other?
Let me take this questions and provide you a short journey through existing deployment models and use cases for AI software. On practical examples, we discuss what cloud/on-premise strategy we may need for applying it to our own infrastructure to get it to work from an enterprise perspective. I want to give an overview about infrastructure requirements and technologies, what could be beneficial or limiting your AI use cases in an enterprise environment. An interactive Demo will give you some insides, what approaches I got already working for real.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
The Art of the Pitch: WordPress Relationships and SalesLaura Byrne
Clients don’t know what they don’t know. What web solutions are right for them? How does WordPress come into the picture? How do you make sure you understand scope and timeline? What do you do if sometime changes?
All these questions and more will be explored as we talk about matching clients’ needs with what your agency offers without pulling teeth or pulling your hair out. Practical tips, and strategies for successful relationship building that leads to closing the deal.
Accelerate your Kubernetes clusters with Varnish CachingThijs Feryn
A presentation about the usage and availability of Varnish on Kubernetes. This talk explores the capabilities of Varnish caching and shows how to use the Varnish Helm chart to deploy it to Kubernetes.
This presentation was delivered at K8SUG Singapore. See https://feryn.eu/presentations/accelerate-your-kubernetes-clusters-with-varnish-caching-k8sug-singapore-28-2024 for more details.
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
Epistemic Interaction - tuning interfaces to provide information for AI supportAlan Dix
Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
As machine learning integrates deeper into human-computer interactions, the concept of epistemic interaction emerges, aiming to refine these interactions to enhance system adaptability. This approach encourages minor, intentional adjustments in user behaviour to enrich the data available for system learning. This paper introduces epistemic interaction within the context of human-system communication, illustrating how deliberate interaction design can improve system understanding and adaptation. Through concrete examples, we demonstrate the potential of epistemic interaction to significantly advance human-computer interaction by leveraging intuitive human communication strategies to inform system design and functionality, offering a novel pathway for enriching user-system engagements.
DevOps and Testing slides at DASA ConnectKari Kakkonen
My and Rik Marselis slides at 30.5.2024 DASA Connect conference. We discuss about what is testing, then what is agile testing and finally what is Testing in DevOps. Finally we had lovely workshop with the participants trying to find out different ways to think about quality and testing in different parts of the DevOps infinity loop.
28. References Palmer, J. (1991). "Scientists and information: II. Personal factors in information behaviour." Journal of Documentation, (47)3, Robinson, M.D. (2004). Personality as performance categorization tendencies and their correlates. Current Directions in Psychological Science. 13(3). Terry, W. Scott (2009). Learning & Memory: Basic Principles, Processes, and Procedures, Fourth Edition. Boston, MA: Pearson Higher Education
Introduction:This presentation will examine individual differences in learning and memory. It will explore the influences and challenges presented by the existence of relationships, genetics, age, gender, personality, learning and all the implications that are associated with those factors.
Analysis of the Relationship Between Genetics & Learning: Individuals may learn what they live, however, studies show over the past two decades that genetics plays a large role in both the capacity to learn and learning disabilities that may occur overtime (Kovas & Plomin, 2007). Genetic influences such as behavior indirectly affect learning because manners in which an individual responds vary from person to person including how one reacts emotionally and the level of intensity that is felt (Terry, 2009). An individual’s ability to retain the information once learned initiates in the nervous system regions involved in learning and remembering are also genetic factors that affect our learning abilities (Terry, 2009).
Analysis of the Relationship Between Genetics & Learning: Twin studies comparing identical and fraternal twins consistently demonstrate a substantial genetic influence on individual differences in learning abilities such as reading and mathematics (Kovas & Plomin, 2007). Cognitive skills such as spatial ability and memory were investigated in a recent twins study, evaluating episodic and semantic memories (Volk, McDermott, Roediger, & Todd, 2006). The episodic memory tests included free recall vocabulary assessments and a test to monitor semantic memory and although individuals were measured independently, these studies showed a large genetic influence (Terry, 2009).
Analysis of the Implications of Age: Age has a great impact on learning and memory. Since age changes across the lifespan, so does how one learns and remembers. Prenatal learning occurs while the fetus is still in the womb. Research has shown that exposure to some type of experience and then tests conducted after birth can determine whether or not learning has occurred among the fetus (Terry, 2009). Classical conditioning and instrumental conditioning has also been found to occur among prenatal learning. According to Terry (2009), research on pregnant women utilized music and training in deep relaxation for the mothers. After continuous combinations of music and relaxation, the activeness levels of the fetuses decreased, thus, causing a calming effect. After birth, infants develop rapidly. They begin to be more aware of their surroundings and are classically conditioned through numerous responses. Responses of classical conditioning include: blinking, turning their heads, and sucking responses (Terry, 2009). Infants are also able to recognize their mothers through sense of smell, sight, and hearing. Infants are constantly learning while adapting to their new environment. In regards to classical conditioning, it is most advanced at this stage.
Analysis of the Implications of Age: As adults, we recall events from our childhood. However, how far back can we remember? Research has concluded that childhood memories are earliest remembered at the age of three. Sigmund Freud had labeled the struggle to recall early childhood memories as childhood amnesia (Terry, 2009). There are many explanations as to adults cannot remember events from their childhood. One theory suggests that the hippocampus has yet to mature, thus, unable to form episodic memories. Other theories derive from “differences in decoding, memory span, existing knowledge, use of learning strategies, and in metamemory” (Terry 2009, p. 369).Encoding differences occur between younger and older children. As children develop, they learn to become more verbal and expressive. Children are able to verbally express their memories as opposed to infants that cannot. In regards to capacity, short term memory and working memory is decreased among younger children. Retaining information among younger children is less as well. Working memory and short term memory increases upon entering adulthood. Another theory is knowledge. Researchers believe that children could remember information better than adults if the children were more knowledgeable about the material. According to Terry (2009), the use of strategies can ultimately increase retention among children. Examples of these strategies are: rehearsal of the material, the use of mental visuals, and the organization of the material for later use. The use of strategies is more predominant among older children due to the knowledge that is acquired over that transition from infancy into childhood.Meta-memory differs between younger and older children as well. Meta-memory refers to the “knowledge about memory and is important in deciding what types of learning tasks will be difficult or when learning strategies should be used” (Terry 2009, p. 370).
The Implications of Age:Throughout the lifespan a human beings’ learning expands due to time and knowledge. However, as adults begin to increase in age; their memories decrease. The capacity of memory declines in aging adults due to the working memory. Another hypothesis in regards to aging and memory is metamemory. Due to years out of the educational setting, aging adults cannot recall previous strategies used to retain information. Another aspect is the general stereotype that seems to fall on aging adults…that age causes memory to diminish. There are also noncognitive sources of decline. These sources involve factors such as the adult’s physical, emotional, and mental health. Thus, impairments in the overall health of the adult can lead to cognitive illnesses. Overall, depending on the age of an individual depends on their capability of learning and memory. The differences in age show the differences in learning and memory.
Analysis of the Implications of Gender: The variations between the memory of men and women is suggested to be more related to “differences in knowledge or experience, interest levels, self-handicapping, or gender expectancies or stereotypes about how one should perform (Terry, 2009)”. Children are nurtured in a manner that is sex related such as the idea that girls should play with dolls and boys with trucks, for example. “Knowledge about gender is acquired so rapidly and universally that individual differences in the amount or adequacy of gender knowledge rarely are observed (Bauer, 1993).”“Schemata are…’naïve theories that guide information processing by structuring experiences, regulating behavior, and providing bases for making inferences and interpretations’(Bauer, 1993).” In regard to gender schemata, the provision is made for the organization of gender specific information such as behavior, clothes, and other general information that is connected differently to males and/or females. (Bauer, 1993) From the age of 18-20 months, knowledge surrounding gender differences is obvious from toy selections to different adult roles in men and women, and “by 2 to 3 years they [children] have begun to form stereotypes about gender-related activities…(Bauer, 1993)”. “Finally, by the age of 4, children use the social dictum that ‘pink is for girls and blue is for boys’ to determine whether gender-neutral characters are ‘girls’ or ‘boys’ (Bauer, 1993).” What children are taught surrounding gender and more specifically, their own gender, seems to offer direction as to how information is processed with differentiations between genders. These differentiations offer specific attention to information that is acquired and processed which in turn can show differences in memory capabilities with topics that are more gender specific. (Bauer, 1993)
Analysis of the Implications of Gender:The sex-role expectations of individuals is considered to increase attention and focus in specific areas that are considered gender related. For example, the expected role of women as mothers is expected to increase a female’s memory on milestones in their children’s lives. This consideration insinuates that due to sex-role expectancies, individuals are going to be more in tuned and pay more attention to information that surrounds their expected roles based on their gender. This should, in turn, produce better memory recall of information that is related to the sex-role expectancies. (Terry, 2009)“Gender differences in memory could be attributed to differential familiarity with the to-be-learned material (Terry, 2009).” If an individual is being tested on memory recall through pictures or lists of words, the pictures or lists that are more gender related should be more easily recalled by that specific gender. For example, boys are more likely to remember a list of cars or sports related items than that of girls because the items to be remembered should be more familiar to boys. (Terry, 2009)The expectation or stereotype about how someone behaves based on gender could possibly increase their memory ability in connection with gender related topics. In a study wherein “children had to remember to perform some action 30 minutes later. Boys remembered better to check a battery charger … and girls remembered better to check the oven (Terry, 2009).” Further, what people believe they are supposed to be better at remembering may also effect their memory performance. If women are expected to be better at remembering certain information, simply because they are women, then this expectation could increase women’s ability to remember that type of information. (Terry, 2009)Some inherited biological differences may have an effect on memory differences between men and women as well. Hormone levels, such as estrogen in women and testosterone in men, may affect memory ability. The increase of these hormones has not shown to increase memory ability, but a decrease in these hormones has shown a decrease in memory ability. In essence, if a woman is suffering from a decrease in estrogen level due to menstrual cycle or increased age, then memory ability has shown some decrease well.When the hormone levels raise (either naturally or through supplementation) the memory ability is at a more normal level for that individual. (Terry, 2009)
Analysis of Implications of Personality to Learning:According to Terry (2009), personality can be defined a s a series of traits within an individual which influence how he or she thinks, interacts and responds to their environment. An individual’s personality can be an influential factor towards how one approaches learning, as part of learning includes interacting within the environment, retaining information, and being able to access and retrieve information when it is needed (Miculincer, 1997).One model that is used to conceptualize personality is the Five-Factor personality model. According to this model, personality can be categorized across five dimensions of traits, or factors. The factors include Extraversion, introversion, agreeableness, conscientiousness, neuroticism, and openness. Depending on how strongly a particular factor manifests within an individual, learning will be influenced accordingly. As an example, individuals who have strong traits of openness will be receptive to new information and integrating the information within their overall experience and perception. Individuals who have strong traits of neuroticism might experience high levels of anxiety when experiencing new information, or might have high levels of depression if they are not able to understand the information they are receiving (McCrae & John, 1992).Another factor of personality influencing learning is how one approaches seeking and receiving information. If an individual is not motivated to seek out information, their learning could manifest as “not achieving potential” or could have poor academic performance.Another factor could be how an individual prefers learning, either within a group or alone. Finally, how one perceives the value of information can be a factor. If the individual possesses higher levels of intellectual curiosity, they might be proactive within their quest for learning whereas an individual who does not see the value of being proactive might wait for information to be provided (Palmer, 1991).
Analysis of Implications of Personality to Learning:One personality trait that has received extensive study is extraversion/introversion. An individual who rates at the extraverted end of the extraverted/introverted scale would be an active learner. He or she would welcome group or collaborative learning or team projects, as well as participates in an active fashion within class discussions or team meetings (Robinson, 2004).At the other end of the scale, an introverted learner prefers working on projects by themselves. They do not enjoy group or team projects, and would rather learn at their own pace. Introverted learners are usually shy or reserved, which could pose a dilemma if an instructor mistakes their introverted personality for lack of attention or unwillingness to participate (Robinson, 2004). An additional personality trait that influences learning is an individual’s anxiety response. Anxiety can negatively influence learning if an individual has poor coping skills to deal with learning situations that trigger an anxiety response. Anxiety can reduce one’s ability to recall or retain information, and if the anxious feelings become overwhelming, the individual’s ability to perform complex tasks or process information could become compromised (Hawley & Grissom, 2010).A final element of personality that could influence learning is psycho-pathlogy. If an individual is suffering from an anxiety disorder such as PTSD, then the individual’s ability to retain information could be compromised if the individual is dealing with an anxiety response (Terry, 2009). Other disorders such as mood disorders could contribute to compromised learning ability as the individual might have difficulty focusing on the task at hand.Additional disorders like schizophrenia or Alzheimers which impact the brain’s ability to process and retrieve information could negatively influence an individual’s ability to learn (Terry, 2009).
Conclusion:Learning Team A has examined individual differences in learning and memory and it has explored the influences and challenges presented by the existence of relationships, genetics, age, gender, personality, learning and all the implications that are associated with those factors.
References:Bauer, P. J. (1993). Memory for gender-consistent and gender-inconsistent event sequences by twenty-five-month-old children. Child Development, 64(1), 285-297. doi:10.1111/1467-8624.ep9309015122Cervone, D. & Pervin, L. A. (2010). Personality: Theory and research (11th ed.). Hoboken, NJ: Wiley.Hawley, W.R.; Grissom, E.M. (2010). The relationships between trait anxiety; place recognition memory; and learning strategy. Behavioral Brain Research. 216(2). McCrae, R & John, O. (1992). "An introduction to the Five-Factor Model and its applications." Journal of Personality, (60)2, Miculincer, M. (1997). "Adult attachment style and information processing: individual differences in curiosity and cognitive closure." Journal of Personality and Social Psychology, (72)5,
References:Palmer, J. (1991). "Scientists and information: II. Personal factors in information behaviour." Journal of Documentation, (47)3, Robinson, M.D. (2004). Personality as performance categorization tendencies and their correlates. Current Directions in Psychological Science. 13(3).Terry, W. Scott (2009). Learning & Memory: Basic Principles, Processes, and Procedures, Fourth Edition. Boston, MA: Pearson Higher Education
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