Temat: INDIVIDUAL DIFFERENCES - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Individual differences in wild (WWCPS) rat — manifested in the exploration box
Autorzy:: Pisula, Wojciech
Powiązania:: https://bibliotekanauki.pl/articles/430682.pdf
Data publikacji:: 2010
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: INDIVIDUAL DIFFERENCES
PERSONALITY
RAT
TEMPERAMENT
Opis:: Thirty nine WWCPS rats were tested in the exploration box throughout fifteen sessions. Factor analysis was run to extract the main dimensions describing rat behavior. Two factors were extracted, confirming the validity of the concept of two dimensional structure of individual differences in rats. Hierarchical cluster analysis run on factor scores showed that only three out of a possible four types of factor combinations are actually present within observed group of animals. In terms of individual differences structure, the study provide support for the view that laboratory rats are still rats.
Źródło:: Polish Psychological Bulletin; 2010, 41, 1; 31-35
0079-2993
Pojawia się w:: Polish Psychological Bulletin
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: The art of non-verbal communication in perlocutionary giftedness
Autorzy:: Świątek, Adam
Powiązania:: https://bibliotekanauki.pl/articles/1040255.pdf
Data publikacji:: 2019-12-30
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:: aptitude
communication
individual differences
perlocution
Opis:: Language aptitude and perlocutionary acts and effects have been subjects of extensive research since their true beginnings in the 1950’s and 1960’s, respectively. On the one hand, Carroll and Sapon (1959), Pimsleur (1966), or Biedroń (2012) aimed at revealing the factors responsible for a learner’s sixth sense for languages. On the other hand, almost simultaneously, Austin (1962) introduced the tripartite division of a speech act, with locutions, illocutions, and perlocutions as the integral components, later developed by Searle (1969), who shed new light on the Speech Act Theory (SAT). At that time, however, the role of the perlocutionary component was significantly diminished, since the primary goal of pragmatics was to investigate the speaker’s intentions. Gradually, the role of perlocutionary acts and effects changed and more attention was drawn to the perlocutionary aspect. In 1979, Cohen, Davis and Gaines highlighted the fact that perlocutionary acts have perlocutionary goals, which might be observed by the subsequent effects utterance have on the listener. In 2013, Post offered a new insight into the SAT and suggested that the role of perlocution ought not to be diminished, but enhanced and intensified. In 2015, Świątek suggested a contrasting approach to both concepts and combined them to investigate the role of individual differences responsible for one’s verbal perlocutionary giftedness. The research revealed that the aspects like verbal aptitude, anxiety, willingness to communicate, or personality type had considerable impact on perlocutionary skills and the desired perlocutionary effects. Świątek’s approach shed new light on the research on pragmatic aspects of glottodidactics and opened a new chapter in that field of science. The aim of the presentation is to concentrate on yet another fundamental factor of perlocutionary giftedness, i.e. non-verbal aspects in its manifestation. The research, based on experiential and comparative methods as well as individual case analysis, aimed at revealing a strong link between verbal perlocutionary giftedness and the accompanying non-verbal aspects of communication, such as kinesics, proxemics, vocalics, or posture, which affect the listener’s decisions, who then complies with the speaker’s will.
Źródło:: Linguistics Beyond and Within; 2019, 5; 135-147
2450-5188
Pojawia się w:: Linguistics Beyond and Within
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Tracking the dynamic nature of learner individual differences: Initial results from a longitudinal study
Autorzy:: Jung, Daniel
DiBartolomeo, Megan
Melero-García, Fernando
Giacomino, Lindsay
Gurzynski-Weiss, Laura
Henderson, Carly
Hidalgo, Marian
Powiązania:: https://bibliotekanauki.pl/articles/780852.pdf
Data publikacji:: 2020
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: individual differences
longitudinal
cluster analysis
dynamicity
Spanish
Opis:: Individual differences (IDs) have long been considered one of the most important factors explaining variable rates and outcomes in second language acquisition (Dewaele, 2013). While traditional operationalizations of IDs have, explicitly or implicitly, assumed that IDs are static traits that are stable through time, more recent research inspired by complex dynamic systems theory (Larsen-Freeman, 1997, 2020) demonstrates that many IDs are dynamic and variable through time and across contexts, a theme echoed throughout the current issue. This study reports the initial semester of a diachronic project investigating the dynamicity of four learner IDs: motivation, personality, learning and cognitive styles, and working memory. In the initial semester, data from 323 participants in their first year of university-level Spanish were collected and analyzed to determine what type of variability may be present across learners with respect to the four IDs studied at one time point and to discern possible learner profiles in the data or patterns via which the data may be otherwise meaningfully described. The results revealed four types of learner profiles present in the dataset.
Źródło:: Studies in Second Language Learning and Teaching; 2020, 10, 1; 177-219
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: CLIL and non-CLIL students beliefs about language
Autorzy:: Sylven, Liss Kerstin
Powiązania:: https://bibliotekanauki.pl/articles/780589.pdf
Data publikacji:: 2015-06-01
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: individual differences
learner beliefs
CLIL
visual narratives
Opis:: This article presents the findings of an innovative qualitative study involving one CLIL (content and language integrated learning) student and one student in a parallel, non-CLIL strand at high school level in Sweden. The aim of the study was to investigate differences in students’ beliefs about language. The success of second (L2) and foreign language (FL) learning depends to a large degree on individual differences (Dörnyei, 2005; Skehan, 1991). Differences are normally elicited through questionnaires, interviews, and/or observations. In the present study, the aim was to get direct access to the informants’ own perspectives, without the content being too directed through predetermined questions. In this study, students were asked to take photos illustrating how they view (a) their L1 (Swedish), and (b) the FL/L2 English. Then the photos were thematically organized by the researcher. Subsequently, the thematic organization and the photos themselves were discussed with each of the informants during an inter iew. The informants were asked to elaborate on each theme and/or picture as to why and how it illustrates the respective language for them. The findings reveal substantial differences between the two informants in their views on their L1 and FL/L2, with the CLIL student highlighting communication rather than seeing the two languages as separate systems, and the non-CLIL student seeing language rather the other way around.
Źródło:: Studies in Second Language Learning and Teaching; 2015, 5, 2; 251-272
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Neurology of foreign language aptitude
Autorzy:: Biedroń, Adriana
Powiązania:: https://bibliotekanauki.pl/articles/780635.pdf
Data publikacji:: 2015-03
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: foreign language aptitude
neurology
neurolinguistics
individual differences
Opis:: This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
Źródło:: Studies in Second Language Learning and Teaching; 2015, 5, 1; 13-40
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Indywidualizacja procesu kształcenia uczniów jako wyzwanie edukacyjne w XXI wieku
INDIVIDUALIZATION OF THE EDUCATIONAL PROCESS OF STUDENTS AS AN EDUCATIONAL CHALLENGE IN THE TWENTY-FIRST CENTURY
Autorzy:: Christ, Magdalena
Powiązania:: https://bibliotekanauki.pl/articles/418486.pdf
Data publikacji:: 2013
Wydawca:: Akademia Marynarki Wojennej. Wydział Nauk Humanistycznych i Społecznych
Tematy:: INDIVIDUALIZATION
INDIVIDUAL DIFFERENCES
EDUCATIONAL PROCESS
DIRECTIONAL ABILITIES
Opis:: The article presents the individualization of the educational process as an increasingly common trend in education. The aim of the text is to present the part of research on ‘Individualization and effectiveness of the education process and the directional abilities of students in an integrated early childhood education’ (project tutor prof. S. Juszczyk).
Źródło:: Colloquium; 2013, 5, 1; 19-36
2081-3813
2658-0365
Pojawia się w:: Colloquium
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Job burnout and engagement among teachers – Worklife areas and personality traits as predictors of relationships with work
Autorzy:: Mojsa-Kaja, Justyna
Golonka, Krystyna
Marek, Tadeusz
Powiązania:: https://bibliotekanauki.pl/articles/2177033.pdf
Data publikacji:: 2015-02-24
Wydawca:: Instytut Medycyny Pracy im. prof. dra Jerzego Nofera w Łodzi
Tematy:: burnout
teachers
engagement
individual differences
worklife areas
Opis:: Introduction: The main goal of the present study was to analyze the burnout syndrome due to selected personality traits (based on the Cloninger’s psychobiological personality model and positive and negative affectivity) and the degree of mismatch between teachers and their work environment (described in terms of the Model of Worklife Areas). The 2nd goal was to determine if the participants could be classified into different burnout profile groups (clusters) based on their burnout dimension (exhaustion, cynicism and efficacy) scores and whether those groups differed significantly with regard to their personality traits and levels of mismatch between them and the workplace. Material and methods: Individual and contextual factors responsible for burnout were analyzed in a group of 205 Polish teachers who completed a set of questionnaires: Maslach Burnout Inventory – General Scale, Areas of Worklife Scale, Temperament and Character Inventory, and Positive and Negative Affect Schedule. Results: The hierarchical regression analysis revealed that teachers’ efficacy is determined only by personality factors, while exhaustion and cynicism are determined by both individual and organizational variables. The cluster analysis revealed 3 groups (burnout, engaged, ineffective) that varied in the level of all burnout dimensions. Teachers experiencing burnout perceived a higher level of mismatch between themselves and the work environment, compared to the engaged teachers demonstrating better alignment. The engaged teachers were lower on negative affectivity and higher on self-directedness as compared to the burnout group. Conclusions: The study provided insight into the role of individual factors in the development of teacher burnout and engagement. Negative affectivity could be considered as a predisposing risk factor and self-directedness as a protective factor for burnout.
Źródło:: International Journal of Occupational Medicine and Environmental Health; 2015, 28, 1; 102-119
1232-1087
1896-494X
Pojawia się w:: International Journal of Occupational Medicine and Environmental Health
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Kwestionariusz Myśli Oderwane od Zadania. Doniesienie wstępne
Off-Task Thoughts Questionnaire. Preliminary communication
Autorzy:: Kowalczyk, Marek
Powiązania:: https://bibliotekanauki.pl/articles/1178514.pdf
Data publikacji:: 2013
Wydawca:: Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:: cognitive failures
individual differences
task-unrelated thoughts
Opis:: The paper reports research aimed at developing a self-report measure of the propensity to experience off-task thoughts. Exploratory factor analyses of experimental versions of Off-Task Thoughts Questionnaire (OTTQ) suggest the need for distinguishing three broad categories of task-unrelated thoughts, based on the kind of emotional involvement of the person. The first category encompasses thoughts that involve negative emotions (about failures, difficulties, conflicts, threats), the second – emotionally positive thoughts (pleasant memories, dreams of successes, plans), and the third – thoughts relating to emotionally neutral matters, thoughts that are ego-dystonic, and episodes of zoning out with no specific conscious content. The respective three scales of the OTTQ correlate differently with personality and temperament traits measured by Eysenck’s EPQ-R and Zawadzki and Strelau’s FCZ-KT, and also with a self-report measure of everyday “cognitive failures” that result from not paying proper attention to the task at hand.
Źródło:: Polskie Forum Psychologiczne; 2013, XVIII, 2; 173-196
1642-1043
Pojawia się w:: Polskie Forum Psychologiczne
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 9.

Tytuł:: Some People Probably Need to Make More Sense: An Exploratory Study on Individual Differences and the Need for Sense-Making
Autorzy:: Cantarero, Katarzyna
van Tilburg, Wijnand A.P.
Kuźma, Beata
Gąsiorowska, Agata
Wojciszke, Bogdan
Powiązania:: https://bibliotekanauki.pl/articles/2129747.pdf
Data publikacji:: 2019
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: need for sense-making
individual differences
personality traits
Opis:: We define the need for sense-making as the desire to find reliable connections between the objects, situations, and relationships that people encounter. We have proposed and tested that there are possible individual differences in the need for sense-making and that these individual differences are insightful in characterizing individuals and their behaviors. A correlational study (N = 229) showed that need for sense-making was positively related to self-esteem, extroversion, conscientiousness, openness, and sense of control. Additionally, a higher need for sense-making was associated with greater perception of it as an important part of people’s identity. Thus, need for sense-making is relevant to understanding individual differences and can furthermore comprise a significant element of people’s identity. These results break new ground in the study of individual differences in the need for sense-making and can be of great importance in work and organizational psychology.
Źródło:: Polish Psychological Bulletin; 2019, 50, 2; 114-118
0079-2993
Pojawia się w:: Polish Psychological Bulletin
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: “A bit of salt, a bit of pepper, and a bit of irony:” A qualitative analysis of attitudes towards verbal irony in gelotophobes and nongelotophobes
Autorzy:: Kałowski, Piotr
Powiązania:: https://bibliotekanauki.pl/articles/2128966.pdf
Data publikacji:: 2020
Wydawca:: Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:: verbal irony
irony understanding
individual differences
gelotophobia
content analysis
Opis:: A qualitative study was carried out to survey attitudes towards and feelings associated with verbal irony among gelotophobes and nongelotophobes (gelotophobia denoting the fear of being laughed at). Sixty-one people (13 gelotophobes) were surveyed using an open-ended online questionnaire. An inductive, manifest content analysis was carried out. The analysis distinguished that non-gelotophobes treat verbal irony as a skillful way of drawing attention to absurdity. Irony was also often seen as a personal quality rather than a linguistic form. Concerns with recognizing irony appeared very rarely. In contrast, the gelotophobes’ responses displayed a more negative and one-sided attitude towards irony, describing it mostly as a way to put down and insult. These findings, though obtained in a general exploration, present a perspective complementary to that seen in linguistic and psycholinguistic literature as they draw attention to matters of personal experience of irony use. Additionally, the study’s methodological limitations and further directions for research are discussed.
Źródło:: Polish Psychological Bulletin; 2020, 51, 4; 324-334
0079-2993
Pojawia się w:: Polish Psychological Bulletin
Dostawca treści:: Biblioteka Nauki

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