Abstract: Abilities are important for academic success. Yet, abilities cannot be the whole story. Styles might be one source of unexplained variation. A style is a preferred way of using ones abilities. Students are thought to be incompetent not because they are lacking in abilities, but because their styles do not match the academic course chosen. The purpose of the study was to determine the role of abilities and learning styles in prediction of academic performance and their adjustment. Participants were 272 engineering students. The tools used are Myers Briggs Type Indicator, Culture Fair Intelligence Test and Student Problem Checklist. The statistical procedures employed were t-test, correlations and stepwise regressions. The analyses of the data indicated that although abilities are better predictors of academic performance, learning styles also shown a significant relationship. The study also indicates that if students learning styles matches to their chosen academic course, they tend to show better performance and less adjustment problems.
Abstract: Working memory (WM) can be defined as the system
which actively holds information in the mind to do tasks in spite of
the distraction. Contrary, short-term memory (STM) is a system that
represents the capacity for the active storing of information without
distraction. There has been accumulating evidence that these types of
memory are related to higher cognition (HC). The aim of this study
was to verify the relationship between HC and memory (visual STM
and WM, auditory STM and WM). 59 primary school children were
tested by intelligence test, mathematical tasks (HC) and memory
subtests. We have shown that visual but not auditory memory is a
significant predictor of higher cognition. The relevance of these
results are discussed.
Abstract: Intelligence tests are series of tasks designed to measure the capacity to make abstractions, to learn, and to deal with novel situations. Testing of the visual abilities of the shape understanding system (SUS) is performed based on the visual intelligence tests. In this paper the progressive matrices tests are formulated as tasks given to SUS. These tests require good visual problem solving abilities of the human subject. SUS solves these tests by performing complex visual reasoning transforming the visual forms (tests) into the string forms. The experiment proved that the proposed method, which is part of the SUS visual understanding abilities, can solve a test that is very difficult for human subject.