Impact Of Individual Differences Research Articles

Fostering STEM Education in Primary Schools: A Review of strategies for enhancing science skills, design thinking, and inquiry-based learning

This systematic literature review investigates strategies and findings to enhance science process skills, design thinking, and inquiry-based learning in primary education. By analyzing 9 Web of Science and Scopus databases articles, the review identifies successful pedagogical approaches, the role of technology-rich environments and scaffolding strategies, and the impact of individual differences in developing these skills. The results highlight the effectiveness of innovative pedagogy, technology-rich environments, scaffolding, and differentiated instruction. However, the review also reveals research gaps, such as the need for long-term studies, exploring the effectiveness of technology-rich environments and scaffolding strategies in the leading science program, and assessing differentiated teaching and guidance strategies.

The contribution of milk substitutes to the nutritional status of children with cow's milk allergy.

The impact of alternative milk substitutes on the nutritional status of children with cow's milk allergy (CMA), the prevailing cause of food allergies, is unresolved. A cross-sectional study was performed in children older than 2 years with IgE-mediated CMA. Patients' clinical characteristics, anthropometric measurements, dietary intake (by 3-day food diary), and biochemical markers of nutritional status were assessed. One hundred two children with CMA (68.6% boys; median age, 3.7 years; 51% multiple food allergies) were evaluated. 44.1% of the children consumed plant-based beverages (PBB), 19.6% therapeutic formula and 36.3% did not consume any milk substitutes. In all age groups, dietary calcium, riboflavin, and vitamin D intake of those who did not use milk substitutes were lower than those who consumed formula or PBB (p < .01). Also in the 2-3 years old age group, dietary zinc (p = .011) and iron intake (p = .004) of the formula-fed group was higher. Formula-fed patients had higher levels of 25-OH vitamin D (μg/L) and serum vitamin B12 (ng/L) than PBB-fed patients (respectively; p < .001, p = .005) and those who did not consume any milk substitute (p < .001). Patients of all ages who did not utilize a milk substitute failed to obtain an adequate amount of dietary calcium. The use of milk substitutes positively affects dietary calcium, riboflavin, and vitamin D intake in CMA, but their contribution is variable. Those who do not use milk substitutes are at greater risk inadequate of dietary calcium intake. Personalized nutritional advice, given the clinical diversity and the impact of individual differences, is required.

Toward Personalized Cognitive Training in Older Adults: A Pilot Investigation of the Effects of Baseline Performance and Age on Cognitive Training Outcomes.

Cognitive training holds potential as a non-pharmacological intervention to decrease cognitive symptoms associated with Alzheimer's disease (AD), but more research is needed to understand individual differences that may predict maximal training benefits. We conducted a pilot study using a six-month training regimen in healthy aging adults with no cognitive decline. We investigated the effects of baseline performance and age on training and transfer improvements. Out of 43 participants aged 65-84 years, 31 successfully completed cognitive training (BrainHQ) in one of three cognitive domains: processing speed (N = 13), inhibitory control (N = 9), or episodic memory (N = 9). We used standardized assessments to measure baseline performance and transfer effects. All 31 participants improved on the cognitive training regimen and age was positively associated with training improvement (p = 0.039). The processing speed group improved significantly across many near- and far-transfer tasks. In the inhibitory control group, individuals with lower baseline performance improved more on inhibitory control and cognitive flexibility tasks. In the episodic memory group, older individuals improved most on a memory task while younger individuals improved most on an executive function far-transfer task. Individual differences are predictive of cognitive training gains, and the impact of individual differences on training improvements is specific to the domain of training. We provide initial insight regarding how non-pharmacological interventions can be optimized to combat the onset of cognitive decline in older adults. With future research this work can inform the design of effective cognitive interventions for delaying cognitive decline in preclinical AD.

Brain structure variation and individual differences in theory of mind among older adults

The theory of mind (ToM) is not substantially influenced by aging, suggesting the emergence of various compensatory mechanisms. To identify brain regions subserving ToM in older adults, we investigated the associations of individual differences in brain structure with performance on the Reading the Mind in the Eyes Test (RMET), a widely used measure of ToM, using voxel-based morphometry (VBM) and tract-based spatial statistics (TBSS). In contrast to findings obtained from young adults, where multiple cortical regions are implicated in ToM, VBM analysis revealed a significant positive correlation between RMET score and gray matter (GM) volume only in the right middle temporal gyrus, a region implicated in social cognition. Alternatively, TBSS revealed significant positive correlations between RMET score and the fractional anisotropy (FA) values in widespread white matter (WM) tracts, including the bilateral uncinate fasciculus, a region previously linked to RMET performance in young adults. We speculate that individual differences in WM integrity are strong influences on ToM among older adults, whereas the impact of individual differences in GM volumes is relatively limited.

Exploring L1-L2 Relationships: The Impact of Individual Differences by Richard L. Sparks (review)

Exploring L1-L2 Relationships: The Impact of Individual Differences by Richard L. Sparks (review)

Documenting heritage language experience using questionnaires.

There exists a great degree of variability in the documentation of multilingual experience across different instruments. The present paper contributes to the "methods turn" and individual differences focus in (heritage) bilingualism by proposing a comprehensive online questionnaire building on existing questionnaires and the experience of using them to document heritage bilingualism: the Heritage Language Experience (HeLEx) online questionnaire. HeLEx is validated against and contrasted to an extended version of the Language and Social Background Questionnaire designed for heritage speakers (HSs), LSBQ-H. We compare data elicited with both questionnaires in turn from a group of Turkish HSs (n = 174, mean age=32). Our validation focuses on traditional language background variables, including language exposure and use, language proficiency, language dominance, as well as a more novel measure of language entropy. The analyses are based on a subset of key questions from each questionnaire that capture language experience for up to five languages, four modalities, and five social contexts. In a subsequent set of analyses, we explore the impact of different types of response scales, response mechanisms, and manners of variable derivation on the informativity of the data they can provide, in terms of the scope, granularity and distributional properties of the derived measures. Our results show that both HeLEx and LSBQ-H are successful at detecting the important distributional patterns in the data and reveal a number of advantages of HeLEx. In the discussion, we consider the impact of methodological choices regarding question phrasing, visual format, response options, and response mechanisms. We emphasize that these choices are not trivial and can affect the derived measures and subsequent analyses on the impact of individual differences on language acquisition and processing.

Review of Exploring L1-L2 relationships: The impact of individual differences by Richard Sparks

This paper is a review of Richard Sparks' latest position, Exploring L1-L2 relationships. The impact of individual differences, which summarizes 30 years of his research in the field of SLA. The author is the originator of the Linguistic Coding Deficit Hypothesis (LCDH), later modified to the Linguistic Coding Differences Hypothesis, which is one of the most cited theories in the context of research into foreign language aptitude. The volume contains 7 chapters representing different strands of research.

The impact of individual differences in learning styles on the choice of vocabulary learning strategies

Effective vocabulary learning is essential for learners of English as a Foreign Language (EFL), as it enables them to communicate effectively and improve overall language proficiency. However, different learners may have different preferences, needs, and learning styles, which may affect the effectiveness of different vocabulary learning strategies. This paper aims to explore the different strategies of learning vocabulary among EFL learners, and to examine their effectiveness. It reviews the relevant literature on this topic, presents the findings of a research study, and discusses the implications of the results for EFL learners and teachers. The study involved 200 EFL learners from two public universities in Morocco using a convenience sampling method. The study employed correlational tests to highlight the relationship between individual differences in learning styles and the choice of vocabulary learning strategies among English language learners. The findings indicate that there is a noteworthy affirmative association between the approach of acquiring new vocabulary through listening and the technique of utilizing technological applications during vocabulary acquisition. This suggests that individuals who take pleasure in gaining new vocabulary through the auditory medium may likewise have a propensity to employ technology applications during the learning process. However, other learning styles didn’t show a significant correlation with the learning strategies used to learn new vocabulary. These findings have important implications for EFL teachers, who can use this knowledge to design effective and personalized vocabulary learning activities. Finally, the paper provides recommendations for future research and practical application.

The Impact of Individual Differences and Personality on Obedience

In this research paper, I will explore and examine studies on obedience within psychology, using the OCEAN personality scale to determine whether there is a correlation between personality and the level of obedience displayed by individuals. This topic is relevant in psychology because it has numerous practical applications that can assist teachers and counselors in developing strategies for early identification of disobedience or students who are overly compliant, helping the youth to which if unmonitored can increase their likelihood of gangs and unlawful acts. Aside from the classic Stanley Milgram studies and subsequent sets of studies, there has not been a great deal of research on obedience and its relationship to interpersonal personalities. I assess and correlate a variety of previous studies to determine whether a correlation exists. Results show that people with specific OCEAN scale traits, such as agreeableness and conscientiousness, have a correlation with obedience, where initially these attributes are viewed favorably by society, but under the wrong influence, they are more susceptible to being controlled.

White matter lesion load determines exercise-induced dopaminergic plasticity and working memory gains in aging

Age-related dopamine reductions have been suggested to contribute to maladaptive working memory (WM) function in older ages. One promising intervention approach is to increase physical activity, as this has been associated with plasticity of the striatal dopamine system and WM improvements, however with individual differences in efficacy. The present work focused on the impact of individual differences in white-matter lesion burden upon dopamine D2-like receptor (DRD2) availability and WM changes in response to a 6 months physical activity intervention. While the intervention altered striatal DRD2 availability and WM performance in individuals with no or only mild lesions (p < 0.05), no such effects were found in individuals with moderate-to-severe lesion severity (p > 0.05). Follow-up analyses revealed a similar pattern for processing speed, but not for episodic memory performance. Linear analyses further revealed that lesion volume (ml) at baseline was associated with reduced DRD2 availability (r = −0.41, p < 0.05), and level of DRD2 change (r = 0.40, p < 0.05). Taken together, this study underlines the necessity to consider cerebrovascular health in interventions with neurocognitive targets. Future work should assess whether these findings extend beyond measures of DRD2 availability and WM.

People with High Perceived Infectability Are More Likely to Spread Rumors in the Context of COVID-19: A Behavioral Immune System Perspective.

Since the outbreak of COVID-19, many studies have explored the influencing factors of rumor spreading, such as anxiety, risk perception and information source credibility, but few studies have focused on the impact of individual differences. Based on the theory of behavioral immune systems, we investigated the impact of perceived infectability on rumor spreading and the mediating role of rumor trust in the context of COVID-19. Two studies were investigated using the scale and recall-report task of rumor spreading. The results show that perceived infectability was a significant positive predictor of rumor spreading. However, the impact of perceived infectability on rumor spreading was not direct, and it mainly indirectly affected rumor spreading through the mediating role of rumor trust. Overall, the findings suggest that individuals with high perceived infectability are more likely to believe rumors and then spread rumors during the epidemic. This study advances the literature on rumor spreading and behavioral immune systems and provides practical implications to anti-rumor campaigns.

How neuroticism and locus of control affect user performance in high-dimensional data visualization

The impact of individual differences, such as personality traits, on user performance and human behaviors has been studied in several fields of human–computer interaction, with a growing interest in information visualization. Although most visualizations are still designed with a universal approach, great strides have been made toward the development of user-adaptive visualizations catered to the user’s personality. We analyze how personality affects user interaction with high-dimensional visualizations. Specifically, we explore the impact of neuroticism (including its facets) and locus of control in user performance and confidence. Results suggest that neurotic individuals are faster with the scatterplot matrix, while individuals with an internal locus are more confident when using the parallel coordinates plot. In addition, results indicate that the facets of neuroticism have significant – and distinct from neuroticism – impact on user performance and confidence, pointing toward the need to analyze traits, such as neuroticism, at a lower level.

Social and sensory influences on linguistic alignment

Abstract Previous research has demonstrated that speakers adapt individual characteristics of speech production to the social context, for example via phonetic convergence. Studies have measured the impact of social dynamics on convergence in typical speakers, but the impact of individual differences is less well-explored. The present study measures phonetic convergence before and after a cooperative interaction with an undergraduate student by comparing teens with a history of autism spectrum disorder (ASD) and with typical development. Results revealed a small temporal convergence effect for typically developing dyads; in contrast, dyads including autistic teens showed no convergence. Furthermore, the degree of convergence was negatively related to severity of ASD symptomatology and atypical sensory profiles. While social and sensory processing abilities may play a role in phonetic convergence, high covariance between these measures makes it difficult to differentiate their contributions in isolation.

The Impact of Individual Differences on the Acceptance of Self-Driving Buses: A Case Study of Nanjing, China

As a new mode of public transportation, self-driving buses offer numerous benefits, including increased traffic safety, reduced energy consumption, optimized road-resource ratios, and improved traffic accessibility. However, there is still a need to fully understand the public’s perception of self-driving buses before they are widely used. As a result, we investigated whether individual differences (including demographic and personality traits) influence the acceptance of self-driving buses in Nanjing, China. A questionnaire was given to 453 people in Nanjing, and the sample data were analyzed using a one-way analysis of variance (ANOVA). According to the findings, gender, age, educational background, income level, frequency of use, and personality traits all had a significant impact on the acceptance of self-driving buses. This study’s findings provide empirical data to help guide future research on self-driving buses, as well as a theoretical foundation for self-driving-bus development and design.

Workload transition rate matters: Evidence from growth curve modeling

This research examined three specific gaps in the workload transition literature: (1) the impact of workload transition rate, (2) the applicability of current theoretical explanations, and (3) the variability of performance overall and over time. Sixty Naval flight students multitasked in an unmanned aerial vehicle control testbed and workload transitioned at three rates: slow, medium, or fast. Response time and accuracy were analyzed via growth curve modeling. Slow transitions had the largest decline in performance over time. Medium transitions had some of the slowest, but most accurate and consistent performance. Fast transitions had some of the fastest, but least accurate performance. However, all performance trends significantly varied, suggesting multiple theoretical explanations may apply and performance may also depend on the individual. Design guidance on how to maximize performance goals with transition rate is provided, but future research needs to study the theoretical explanations and impact of individual differences further.

Külföldi tanulmányutak és egyéni különbségek

Individual differences have long been considered and researched as an important area of applied linguistics, as research findings show clear differences between language learners both in the rate of foreign language learning and in their ultimate success (Dörnyei &amp; Ryan, 2015). Although studies tend to focus on classroom learning mainly, there is a growing demand that the research repertoire should be extended to include context-sensitive studies, as the role and impact of individual differences on learning processes may vary depending on the language learning environment. Such a learning context is the study abroad context, where the importance of individual differences is undeniable: they can play a role in students’ initial decision making (Ożańska-Ponikwia &amp; Carlet, 2020; Stroud, 2010), they can potentially shape learning processes during and after study abroad, and their impact can extend to both linguistic and non-linguistic outcomes. It has often been argued that the modernization efforts in language teaching in Hungary in recent decades have not fully achieved their goals (Öveges &amp; Csizér, 2018), and many problems remain in relation to foreign language learning. Among the solutions proposed was the possibility for secondary school students to participate in short international study trips, which, although has not been realized on a large scale yet due to the epidemic situation, is already available to a limited number of students in several secondary schools through Erasmus programs. However, we have very little knowledge about the effects of these trips, either linguistic or non-linguistic. Therefore, the aim of our article is to review the studies in the international literature that have explored the relationship between study abroad experiences and individual differences and, based on this, to identify areas of research that could provide important findings for language teachers, language teacher educators, and policy makers in Hungary.

Virtual Team Adaptation: Management Perspective on Individual Differences

In the contemporary business world, digital transformations have undergone vast and important developments over the last several decades, and they have aided in the development of the virtual team concept, in which geographically dispersed team members work to achieve a common goal. Virtual teams, according to the literature, suffer from process losses more frequently than their face-to-face counterparts. Although just a few studies have looked at the effects of individual differences in virtual teams, this study fills in the gaps by examining the impact of individual differences: age disparity (AD), gender disparity (GD), language competency (LC), and IT competency (ITC) from the management perspective on virtual team adaptation in the Sri Lankan private sector. A survey was used to collect data from a sample of 175 private sector companies in Sri Lanka during the COVID-19 pandemic, and the data was analyzed using partial least squares path modeling (PLS) to test the study’s hypotheses. The results indicated that the hypotheses were statistically significant only in the language competency and IT competency and their effects were in the expected direction. Future research could benefit from the perceptions of employees in public sector organizations.

Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety

Public speaking is considered the most anxiety-provoking speaking activity for English as a foreign language (EFL) learner. While traditional lecture-based classrooms hinder EFL learners’ constant practice and frequent interaction due to large class sizes and limited time, recent developments in technology, including Artificial Intelligence (AI), Automatic Speech Analysis, and Virtual Reality (VR), may enhance language learning by offering accessible and personalized learning experiences. This study aimed to investigate the effects of technology-enhanced learning on reducing EFL learners’ PSA. Thirty-three university students were divided into three groups and received either lecture-based, mobile-assisted, or VR-facilitated instruction for four weeks. The students’ perceived PSA levels were reduced in all three groups after their respective instruction, but only the VR-facilitated group reached statistical significance, and there were no differences in the three groups’ final oral performances. However, the two technology-enhanced language learning (TELL) groups achieved more convergent performances on the Personal Report of Public Speaking Anxiety scale compared with the non-TELL group, which indicated that the impact of individual differences may have been compensated by technology assistance. The findings suggested that the instructional feedback generated by AI decreased the participants’ PSA, although the irreplaceable role of teachers as facilitators was also emphasized, while the potential of using VR in teaching public speaking was evident.

Characteristics influencing local enhancement in free-living striped mice

Social learning is widespread across species; however, we still know little about the impact of individual differences in behaviour on social transmission. We aimed to investigate factors influencing social learning in free-living Rhabdomys pumilio, a group-living, arid-adapted mouse. We studied 52 mice in a lid opening task in a field laboratory. We created observer-demonstrator dyads with demonstrators either opening lids or not. We measured success of observers to open lids, their attention and latency to open and time spent interacting with the device. We also considered influences of observer age, sex, group size and personality traits. Demonstrator success did not influence observer success, although attention towards the demonstrator did impact the observers’ time spent with the device. Males were more successful than females and more active/explorative observers interacted with the device faster and for a longer time compared to less active/explorative counterparts. We found no influence of age and group size on mouse success. Striped mice appeared to use cues from other individuals to learn how to solve the task and it was influenced by sex and personality. Striped mice in this studied population may use local enhancement to acquire information socially.

A novel lattice hydrodynamic model accounting for individual difference of honk effect for two-lane highway under V2X environment

In this work, the individual difference of the honk effect is explored on two lanes via traffic modeling of the lattice model under Vehicle to X (V2X) environment. We study the impact of individual difference corresponding to honk cases on traffic stability through linear stability analysis for a two-lane highway. Furthermore, the mKdV equation under the lane changing phenomena is conducted via nonlinear analysis. Simulation cases for the early time and longtime impact reveal that individual difference of driving characteristics has a distinct impact on two lanes under the whistling environment.