IND

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MEM

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IntroductionRelationships

Genetics

Age

Gender

Personality

Learning

Analy

sis of th

e R

ela

tionsh

ip

Betw

een G

enetics &

Learn

ing

Learn

ing

Gen

etics

Learning Abilities & Learning Disabilities

Retention

Genetic Influences

Emotional Reaction

Level of Intensity

The Relationship Between Genetics & Learning

Twin Studies show substantial genetic influences

Analysis of the Implications of Age

Prenatal Learning Classical Conditioning Conditioning in Infants

The Implications of Age

Memory Developme

nt of Children

Encoding

Knowledge

Strategies

Meta-Memory

Capacity

The Implications of Age

Aging Capacity Metamemory Noncognitive Factors

Analysis of the Implications of Gender

Nature or

Nurture

Gender Schemata

The Implications of Gender

Sex-Role Expectation

s

Familiarity with

Material

Stereotypes

Inherited Biological Differenc

es

Analysis of Implications of Personality to Learning

The Five-Factor Personality Model

The role of personality traits

The role of information-seeking traits

Implications of Personality to Learning (Cont.)

Extraversion/

Introversion

Anxiety

Mental Health

Impairment

Conclusion

Relationships

Genetics

Age

Gender

Personality

Learning

ReferencesBauer, P. J. (1993). Memory for gender-

consistent and gender-inconsistent event sequences by twenty-five-

month-old children. Child Development, 64(1), 285-297.

doi:10.1111/1467-8624.ep9309015122

Cervone, D. & Pervin, L. A. (2010). Personality: Theory and research (11th ed.). Hoboken, NJ: Wiley.

Hawley, W.R.; Grissom, E.M. (2010). The relationships between trait anxiety;

place recognition memory; and learning strategy. Behavioral Brain

Research. 216(2). McCrae, R & John, O. (1992). "An

introduction to the Five-Factor Model and its applications." Journal of Personality, (60)2,

Miculincer, M. (1997). "Adult attachment style and information processing: individual differences in curiosity and cognitive closure." Journal of Personality and Social Psychology, (72)

References Palmer, J. (1991). "Scientists and

information: II. Personal factors in information behaviour." Journal of Documentation, (47)3,

Robinson, M.D. (2004). Personality as performance categorization tendencies and their correlates. Current Directions in Psychological Science. 13(3).

Terry, W. Scott (2009). Learning & Memory:  Basic Principles, Processes, and

Procedures, Fourth Edition. Boston, MA:  Pearson Higher Education

 

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