Abdollah Moatamedy; soghra ebrahimi ghavam; yousef azami; hamed chopan; younes dostian
Volume 10, Issue 33 , October 2014, , Pages 1-20
Abstract
Objective: This study compared the learning styles, study styles and time management in gifted and non-gifted students. Methods: This research is descriptive-comparison. Simple random sampling was used to select a sample of 100 students from gifted and non-gifted Kurdistan University are eligible for ...
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Objective: This study compared the learning styles, study styles and time management in gifted and non-gifted students. Methods: This research is descriptive-comparison. Simple random sampling was used to select a sample of 100 students from gifted and non-gifted Kurdistan University are eligible for this research were randomly selected. for data gathering,Vermont and Van Ryjsvyk Learning style questionnaire (ILS),a Marton and Sljv study approaches questionnaire and, Bryton and Tesr management time inventory and demographic characteristics questionnaire was used. For data analysis using SPSS software and descriptive and inferential statistical methods were used. Results: showed that between gifted and non-gifted students learning styles and study styles there was significant difference, but the two groups were not significantly different in terms of efficient use of time. Conclusion: It is a time management workshops and teaching effective learning and study strategies by educational and counseling services to students by the university authorities to take action to occur.
abdolah motamedi; maryam shahandeh
Abstract
ackground: explicit and implicit memories are two types of long-term memory which have an important role in our daily life and cognitive activities. Here, the effect of attention, processing level and learning style on these two memories are in consideration. Objective: The aim of this study was to investigate ...
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ackground: explicit and implicit memories are two types of long-term memory which have an important role in our daily life and cognitive activities. Here, the effect of attention, processing level and learning style on these two memories are in consideration. Objective: The aim of this study was to investigate the effect of attention, processing level and learning style on explicit and implicit memories. Method: The research population comprised 200 university students at Science, Engineering and Human sciences faculties of Ahwaz University. This study was an experimental research which conducted in four stages. At first stage, participants were divided into four groups by taking Learning Style Inventory. At Second stage, The participants were shown a task contain of 20 frequent words, At third stage, participant on Focused or Divided Attention and Shallow or Deep levels of processing situations completed the Recognition Test of Explicit memory. At fourth stage, they completed Word-fragment Completion Test of Implicit Memory. Results: Results showed that the highest score of explicit memory belong to Focused attention on deep level of processing situation of Divergent learning styles. The lowest score of explicit memory belong to Divided attention on shallow level of processing situation of accommodate learning styles. The attention and level of processing had no effect on functions of implicit memory and were different on learning styles, but the explicit memory had lowest scores on divided attention and shallow level of processing. Conclusion: These results suggest some considerations regarding the impacts of attention, processing level and learning style in explicit and implicit memories which will be discussed in this article.
