Thinking styles in implicit and explicit learning

Xie, Qiuzhi; Gao, Xiangping; King, Ronnel B.

doi:10.1016/j.lindif.2012.10.014

Cited by 14 publications

(15 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research into the role of individual differences on implicit learning or incidental learning is on the rise (Faretta-Stutenberg & Morgan-Short, 2018; Granena, 2016; Grey et al, 2015; Hamrick, 2015; Kaufman et al, 2010; Morgan-Short, Faretta-Stutenberg, Brill-Schuetz, Carpenter, & Wong, 2014; Tagarelli, Ruiz, Moreno Vega, & Rebuschat, 2016; Xie, Gao, & King, 2013). Findings of previous studies indicate some individual components are more related to implicit learning performance than others.…”

Section: Emotions In Incidental Language Learning: An Individual Diffmentioning

confidence: 99%

“…Researchers have also explored the relationships between implicit learning and both intelligence (Gebauer & Mackintosh, 2007; Kaufman et al, 2010; Xie et al, 2013) and working memory capacity (WMC) (Grey et al, 2015; Kaufman et al, 2010; Robinson, 2005; Tagarelli, Borges Mota, & Rebuschat, 2011). Gebauer and Mackintosh (2007), for instance, correlated the results of three implicit instructional treatments with a battery of intelligence tests in a large number of German students ( n = 401).…”

Section: Emotions In Incidental Language Learning: An Individual Diffmentioning

confidence: 99%

See 1 more Smart Citation

Emotions in Incidental Language Learning

Miller

Godfroid

2019

Stud Second Lang Acquis

View full text Add to dashboard Cite

We investigated how positive, negative, and neutral mood states influence aspects of second language acquisition, either directly or in interaction with certain personality characteristics (openness, intuition, emotional intelligence, foreign language anxiety, and impulsivity). After completing individual differences questionnaires, 120 participants were randomly assigned to either a Comparison group or one of three emotionally induced treatment groups. They were trained on a semiartificial language under incidental learning conditions. Immediate testing measured participants’ knowledge of the target syntactic forms, while source-attribution data gauged the nature (implicit, explicit, or a combination of both) of their knowledge. Contrary to some previous studies, knowledge gains were chiefly conscious-explicit. Participants exhibited substantial variability in how emotions impacted their learning, with self-reported stress management and premeditation resulting in higher learning in the Negative group. Overall, participants that claimed higher levels of intellect showed the best results.

show abstract

Section: Emotions In Incidental Language Learning: An Individual Diffmentioning

confidence: 99%

Section: Emotions In Incidental Language Learning: An Individual Diffmentioning

confidence: 99%

Emotions in Incidental Language Learning

Miller

Godfroid

2019

Stud Second Lang Acquis

View full text Add to dashboard Cite

show abstract

“…Another recent study perpetuating the learning-style myth was published by Xie et al (2013) and investigated whether individual differences in thinking styles influence explicit and implicit learning among 87 Chinese students. It was based on Sternberg's theory of thinking styles mentioned Xie et al (2013) made the statement that "Sternberg's theory of thinking styles, also known as the theory of mental self-government, is one of the most recent and influential theories on styles" (p. 268).…”

Section: Downloaded By [Mcmaster University] At 01:24 20 December 2014mentioning

confidence: 99%

“…It was based on Sternberg's theory of thinking styles mentioned Xie et al (2013) made the statement that "Sternberg's theory of thinking styles, also known as the theory of mental self-government, is one of the most recent and influential theories on styles" (p. 268). Apparently no reviewer had a problem with that statement, especially when the citation analysis conducted by Desmedt and Valcke (2004) found Witkin's work on cognitive styles to have spawned learning and thinking styles research and be the most widely cited in the literature.…”

Section: Downloaded By [Mcmaster University] At 01:24 20 December 2014mentioning

confidence: 99%

“…Apparently no reviewer had a problem with that statement, especially when the citation analysis conducted by Desmedt and Valcke (2004) found Witkin's work on cognitive styles to have spawned learning and thinking styles research and be the most widely cited in the literature. Xie et al (2013) also stated that the relationship between thinking styles and academic achievement has been widely investigated in Western and European countries . .…”

Section: Downloaded By [Mcmaster University] At 01:24 20 December 2014mentioning

confidence: 99%

See 1 more Smart Citation

The Difference Between Bigfoot and Learning Styles: There May Be Better Evidence to Support the Existence of Bigfoot

Lopa

2013

Journal of Culinary Science & Technology

View full text Add to dashboard Cite

This article presents a review of the literature that has called into question the credibility, reliability and validity of learning-style theories. Learning-style theory holds that students learn in unique ways, usually in auditory, visual, and kinesthetic modes. To enhance student performance, all an educator has to do is first identify the learning style of the student and then match their mode of teaching to each style. Although the matching hypothesis sounds credible, there is no independent research that supports it, as will be reported in this article.

show abstract

Thinking styles and their relationship with self-efficacy among deaf and hard-of-hearing adolescent students

Hammad

Awed

2022

Curr Psychol

View full text Add to dashboard Cite

This study aimed to identify the most common thinking styles of deaf/hard-of-hearing (DHH) and hearing adolescent students, and to examine the extent to which thinking styles predict self-efficacy. It also explored gender-based differences in the thinking styles and self-efficacy of DHH students. Data were collected from 145 DHH and 160 hearing adolescent students in Saudi Arabia (M age = 17.8 years; SD age = 3.57 years) using the Thinking Styles Inventory-Revised II (TSI-R2) and Self-Efficacy Questionnaire for Children (SEQ-C). Findings revealed that the executive, local, conservative, and chaotic thinking styles were more prevalent among DHH students, while the legislative, universal, liberal, and critical thinking styles were more prevalent among hearing students. Those with Type I thinking styles had higher levels of self-efficacy, while those with Type II thinking styles had lower levels of self-efficacy. There were gender-based differences in the self-efficacy of DHH and hearing students, with higher scores observed among females. Further, for DHH students, the Legislative, Liberal, and Internal thinking styles were more prevalent among males rather than females, while the Executive, Hierarchical, Conservative, External, Judicial, and Local thinking styles were more prevalent among females rather than males. For hearing students, males were more likely to exhibit the Liberal, External, and Oligarchic styles, while females were more likely to exhibit the Global, Executive, Conservative, Local, and Hierarchical styles. Together, these findings suggest the need to train DHH students to use positive thinking styles by implementing courses in their school curricula that enable them to reflect on their self-efficacy.

show abstract

Thinking styles in implicit and explicit learning

Cited by 14 publications

References 22 publications

Emotions in Incidental Language Learning

Emotions in Incidental Language Learning

The Difference Between Bigfoot and Learning Styles: There May Be Better Evidence to Support the Existence of Bigfoot

Thinking styles and their relationship with self-efficacy among deaf and hard-of-hearing adolescent students

Contact Info

Product

Resources

About