Cognitive Interventions, Enrichment Strategies, and Temperament-based Learning Styles  

Oleh:

Joyce, Diana

Jenis: Article from Books - E-Book
Dalam koleksi: Cognitive Modifiability: in Learning and Assessment, page 39-57.
Topik: Temperament Theory; Cognitive Interventions; Learning-Style Theory; Student Styles Questionnaire
Fulltext: Chapter 3.pdf (473.38KB)

Isi artikel

Temperament theory has evolved over the centuries to provide a basis for better understanding individual learning styles. Qualities of temperament are thought to be biologically based and are relatively stable over the lifespan. The support for a biological basis for temperament includes differences in cortical arousal, limbic site activity, hypertension rates, and heart disease studies. One of the most internationally recognized temperament measures, the Myers-Briggs Type Indicator, offers a four dimension conceptual framework. This scale has been adapted for school-age children in the Student Styles Questionnaire (SSQ). In educational research, some temperament qualities are associated with higher academic achievement and graduation rates. This chapter will review temperamentbased learning styles as measured by the SSQ and the implications for enhancing classroom teaching. Temperament refers to traits that are generally considered to be intrinsic with a biological basis (Teglasi, 1998a; 1998b). Learning styles refer to the strategies these traits promote in students’ preferred ways of acquiring, analyzing, studying, and using information learned. Historical interest in the nature of individual temperament characteristics is long-standing with both ancient and modern theorists contributing to our present understanding of the subject.

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