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INDIVIDUAL DIFFERENCES IN LEARNERS
A LEARNING UNIT
COGNITIVE ENTRY BEHAVIORS
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1bserver 1eading 4est 3chievement 4est 3omprehension academic self-concept Achievement Achievement Learning Achievement Learning Task achievement measures achievement test adequacy affective characteristics affective entry characteristics Algebra altered APPENDIX TABLE approach attitudes believe causal causal system chapter Chart classroom cognitive entry behaviors Composite Algebra control group control students course cues curriculum determine developed equality of outcomes evidence feedback and correctives group instruction groups of students individual differences learner learning outcomes learning process mastery group mastery learning mastery students mathematics measures of achievement ment Metropolitan Arithmetic Metropolitan Reading micro-studies needed negative participation particular learning task percent predictive psychomotor learning quality of instruction reading comprehension reinforcement relation relatively school achievement school and school school learning school subjects set of learning SMSG student achievement student learning subject-related affect subsequent achievement subsequent learning tasks success summative achievement teacher Test Metropolitan tion tutor University of Chicago variables variance variation in achievement