Accepted: Paper on Tools for Characterizing Individual Differences in Learning

 

My paper on Informative Tools for Characterizing Individual Differences in Learning, has just been accepted for publication in the journal Learning and Individual Differences. I co-wrote the paper with Marian Hickendorff (lead author), Jake McMullan, Michael Schneider, and Peter Edelsbrunner.

The paper is intended for learning and development researchers, and it outlines how several, related, analytical techniques can be useful for characterising learners and learning. Namely, we discuss Latent Class Analysis, Latent Profile Analysis, and Latent Transition Analysis. It is a great article to read if you have heard of these techniques but know little about them.

Hickendorff et al. (2017) Informative Tools for Characterizing Individual Differences in Learning: Latent Class, Latent Profile, and Latent Transition Analysis

 

 

Two of my previous papers use these types of latent variable models.

Working memory, worry and algebraic ability (Trezise & Reeve, 2014) published in JECP, uses latent profile analysis to identify groups with similar patterns of working memory and worry relationships, as experienced during algebraic tasks.

Cognition-emotion interactions: patterns of change and implications for math problem solving (Trezise & Reeve, 2014) published in Frontiers, builds on the JECP paper. It uses latent transition analysis to examine how students change in their working memory and worry patterns over the school day.

 

These two papers, and a third modelling technique are bought together in the chapter, The impact of emotion and cognition on algebraic reasoning (Trezise & Reeve, 2017), to better understand math anxiety.

I also have a few more papers using these techniques, at different stages of preparation.

 

 

Trezise K., and Reeve, R.A. (2014) Cognition-emotion interactions: patterns of change and implications for math problem solving. Front. Psychol. 5:840. doi: 10.3389/fpsyg.2014.00840

Trezise, K., Reeve, R.A. (2014). Working memory, worry and algebraic ability. Journal of Experimental Child Psychology, 121, 120-136. doi: 10.1016/j.jecp.2013.12.001.

Trezise, K., Reeve, R.A. (2017).  The impact of emotion and cognition on algebraic reasoning.  In U. Xolocotzin (Ed).  Understanding emotions in mathematical thinking and learning.  Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-802218-4.00005-4

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