Linking neurogenetics and individual differences in language learning: The dopamine hypothesis

This empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p < 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p < 0.01), and between analytic style and grammar comprehension (r = 0.44, p < 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p < 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.

Phasic dopamine release induced by positive feedback predicts individual differences in reversal learning

Individual differences are attached considerable importance in almost all components of the linguistic system, including the acquisition and processing of properties of speech, complex grammatical structures, and discourse (Kidd, Donnelly & Christiansen, 2018). For this reason, research on individual differences has excellent potential to contribute significantly to the debates in the language sciences. Considering each individual as a unique language learner, exploring individual differences can provide language teachers with lots of opportunities concerning material adaptation, adopting appropriate strategies, adjusting their teaching style, and giving feedback in the language learning and teaching process. More specifically, there is a complex relationship among learner variables such as first language literacy, self-efficacy, gender, attainment, and so on (Courtney, Graham, Tonkyn & Marinis, 2017). Individual Differences in Language Learning: A Complex Systems Theory Perspective attempts to decipher this complex system adopting an evidence-based perspective in each significant individual difference presented in different sections. One of the strengths of the book is that each section has been designed in a reader-friendly manner with eye-opener prompt questions at the very beginning and at the end, follow-up tasks, and a list for further reading which serves as a guide for researchers.

The development of mathematical skills in early childhood relies on number sense, the foundational ability to discriminate among quantities. Number sense in early childhood is predictive of academic and professional success, and deficits in number sense are thought to underlie lifelong impairments in mathematical abilities. Despite its importance, the brain circuit mechanisms that support number sense learning remain poorly understood. Here, we designed a theoretically motivated training program to determine brain circuit mechanisms underlying foundational number sense learning in female and male elementary school-age children (7-10 years). Our 4 week integrative number sense training program gradually strengthened the understanding of the relations between symbolic (Arabic numerals) and nonsymbolic (sets of items) representations of quantity. We found that our number sense training program improved symbolic quantity discrimination ability in children across a wide range of math abilities including children with learning difficulties. Crucially, the strength of pretraining functional connectivity between the hippocampus and intraparietal sulcus, brain regions implicated in associative learning and quantity discrimination, respectively, predicted individual differences in number sense learning across typically developing children and children with learning difficulties. Reverse meta-analysis of interregional coactivations across 14,371 fMRI studies and 89 cognitive functions confirmed a reliable role for hippocampal-intraparietal sulcus circuits in learning. Our study identifies a canonical hippocampal-parietal circuit for learning that plays a foundational role in children's cognitive skill acquisition. Findings provide important insights into neurobiological circuit markers of individual differences in children's learning and delineate a robust target for effective cognitive interventions.SIGNIFICANCE STATEMENT Mathematical skill development relies on number sense, the ability to discriminate among quantities. Here, we develop a theoretically motivated training program and investigate brain circuits that predict number sense learning in children during a period important for acquisition of foundational cognitive skills. Our integrated number sense training program was effective in children across a wide a range of math abilities, including children with learning difficulties. We identify hippocampal-parietal circuits that predict individual differences in learning gains. Our study identifies a brain circuit critical for the acquisition of foundational cognitive skills, which will be useful for developing effective interventions to remediate learning disabilities.

Understanding learning theories and individual learning differences is an important aspect in designing and implementing effective learning strategies. This article explores the relationship between learning theories and individual differences in learning contexts. Through an in-depth theoretical review, this article reviews several major learning theories, including behaviorism, constructivism, social cognitive theory, and cognitive load theory. Next, this article discusses various factors that influence individual differences in learning, such as cognitive abilities, learning styles, motivation, interests, and cultural background. The method used is typeliterature study with the aim of exploring research related to the theme of Differentiation-Based Learning and individual differences in developing learning strategies. The study was carried out starting with the stages of collecting and analyzing various previous studies that were relevant to understanding how differentiation-based learning strategies work, and also identifying and collecting articles, journals, books, and academic publications discussing relevant theories. Data sources were taken from academic databases such as Google Scholar (journals), JSTOR, and ProQuest, as well as other references. Next, a literature analysis was carried out, the selected literature was analyzed using the content analysis method to identify main themes, significant findings, and the methodology used in previous research. The research results found that the exploration of effective learning strategies was also a focus with an emphasis on developing a differentiation approach to meet the needs of the diverse learning styles of each student. By integrating learning theories and understanding individual differences, a teacher can create an inclusive learning climate that supports all students, increases their learning potential, and achieves higher academic goals.

As a fundamental process underlying how individuals learn affective value, Pavlovian learning has been used to account for the emergence of individual differences in behavior and cognition. In affective sciences, early investigations into Pavlovian learning have often relied on aversive stimuli; more recently, the field has broadened its focus on positive emotions and reward. Individual differences in Pavlovian learning involving rewards could represent a translational and transdiagnostic model for compulsive reward-seeking behavior. Specific learning phenotypes have been linked in humans to distinct behavioral profiles — known as sign-tracking and goal-tracking — shown to convey differential vulnerability to compulsive reward-seeking behavior in animals. Such findings underline the explanatory potential of Pavlovian learning for the development of individual differences in a variety of affective phenomena.

This research paper aims to analyse the role of cognitive processes in language learning from a psycholinguistic perspective. The paper reviews the individual differences in language learning due to cognitive attitude and its role in the cognitive process of individual learning from a psycholinguistic perspective. Quantitative design was selected to review the role of the cognitive process in learning. The analysis approach selected is statistical review which was selected to review the cause-and-effect relationship from the perspective of psycholinguistic learning. 74 students from languages and translation department at Haql College were participated in this paper.The findings of the paper addressed the role of cognitive learning processing to raise the quality of language learning abilities, the cognitive process's role in improving the psycholinguistic learning perspective such as memory, problem-solving solving and attention are related factors that are affecting the cognitive process of psychological learning. The teaching-learning providers will address the implementation of critical factors addressing the cognitive development of the students while language learning strategies. Keywords: Cognitive processes, Language learning, psychological perspective,Cognitive development, Language acquisition, Learning strategies.

Academic and institutional discourses on study abroad (SA) have often reinforced the belief that it benefits language and intercultural learning, using the “metaphor of linguistic and cultural immersion”. The social networks that students develop during SA have been deemed one of the most relevant factors affecting individual differences in language learning. Although not explicit in the excerpts analysed, the researcher drew on the shadowing observations when asking questions or raising different topics in relevant interviews and focus groups. All participants linked their tendency to interact with other Spanish students to the fact that these largely outnumbered any other national group within the international cohort in Italy. From the beginning of SA, the participants, who had not been required to undertake a linguistic preparation pre-sojourn, realised that expressing themselves in Italian or in English was very demanding. At university, some participants had the opportunity to choose between English-medium courses and Italian-medium courses.

Individual Differences in Language Learning: A Complex Systems Theory Perspective. Carol Griffiths and Adem Soruç2020Palgrave MacmillanSwitzerland978-3-030-52899-7220(paperback), ISBN 978-3-030-52900-0 (eBook)

Chapter 2. Attention, awareness, and individual differences in language learning

Recent neurophysiological studies have demonstrated that frontal midline theta (FMT) activity plays a significant role in motor learning. One of the key challenges in motor learning is to understand the interindividual variability in learning proficiency rates, yet the underlying neural mechanisms remain unclear. To address this open question, this study recorded electroencephalogram activity from twenty-one healthy participants during a visuomotor tracking task to investigate whether modulation of FMT power and the theta phase synchronization across trials (theta phase consistency) during motor preparation could explain individual differences in learning proficiency. We found a significant positive correlation between increased FMT power during motor preparation and learning proficiency rates. Specifically, individuals with greater FMT power exhibited faster learning rates. In contrast, no significant correlation was observed between the consistency of the theta phase during motor preparation and learning proficiency. Together, these findings highlight that the FMT power, rather than phase synchrony, is closely associated with motor learning efficiency. This study provides a novel perspective for understanding the causes of individual differences in motor learning and further corroborates the previous evidence showing FMT power contributes to motor learning processes.

The present paper draws on cognitive lexicography, a relatively new amalgamation of lexicography and cognitive linguistics, to approach the curation of manner of motion verb entries in online bilingual Turkish-English dictionaries. Following Dalpanagioti’s methodology and analysis (651), the study adopts the following steps in creating an online dictionary entry, as used by Dalpanagioti (651): (a) compile a pre-lexicographic database (Atkins and Rundell 100-101), (b) employ Corpus Pattern Analysis (Hanks 404), and (c) utilize Frame Semantics (Fillmore 373-400), the Conceptual Metaphor and Metonymy Theory (Lakoff and Johnson 12) and the Principled Polysemy approach (Evans and Green 342-352) to interpret the data for glide, a manner of motion verb. To this end, this paper is an attempt to improve bilingual dictionary entries for manner of motion verbs using cognitive lexicography and suggesting the use of GIFs to accommodate individual differences in language learning, to contribute to the Turkish lexicography literature by addressing the research gap, and lastly to contribute to the field of cognitive lexicography.

The goal of language learning programs is to utilize language for effective communication. Due to the needs, interests, and motivations of language learners, they may show individual differences in language learning. Vocational students need English for Specific Purposes related to their fields. While based on the 2013 Indonesian English Curriculum, both senior high school and vocational learners receive the same English learning materials. Meanwhile, the English learning materials for vocational learners are supposed to be more specific in bordering certain areas. This study aimed at developing English learning materials for the caregiver program at Vocational School (SMK) Darmawan Bogor. The data was gained qualitatively by analyzing students’ needs by applying questionnaires and interviews. Learning material is then developed based on the results of the needs analysis. Furthermore, the teachers of the caregiver program reviewed the materials and they were interviewed to find out their responses. The result showed that the materials has met the learners’ needs, demands, and interests. Therefore, it can be concluded that the developed English material has met its target needs.

The tractable contribution of synapses and their component molecules to individual differences in learning

In light of the dramatic growth of Chinese learners worldwide and a need for cross-linguistic research on Chinese literacy development, this study drew upon theories of visual complexity effect (Su and Samuels, 2010) and dual-coding processing (Sadoski and Paivio, 2013) and investigated (a) the effects of character properties (i.e., visual complexity and radical presence) on character acquisition and (b) the relationship between individual learner differences in radical awareness and character acquisition. Participants included adolescent English-speaking beginning learners of Chinese in the U.S. Following Kuo et al. (2014), a novel character acquisition task was used to investigate the process of acquiring the meaning of new characters. Results showed that (a) characters with radicals and with less visual complexity were easier to acquire than characters without radicals and with greater visual complexity; and (b) individual differences in radical awareness were associated with the acquisition of all types of characters, but the association was more pronounced with the acquisition of characters with radicals. Theoretical and practical implications of the findings were discussed.