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The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

100%

Filičková M. , Ropovik I. , Bobaková M. , Kovalčíková I.

Journal of Pedagogy

2015

tom 6

nr 1

25-41

The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.

Critical Steps in Learning From Incidents: Using Learning Potential in the Process From Reporting an Incident to Accident Prevention

51%

Drupsteen L. , Groeneweg J. , Zwetsloot G. I. J. M.

tom Vol. 19, No. 1

63--77

Many incidents have occurred because organisations have failed to learn from lessons of the past. This means that there is room for improvement in the way organisations analyse incidents, generate measures to remedy identified weaknesses and prevent reoccurrence: the learning from incidents process. To improve that process, it is necessary to gain insight into the steps of this process and to identify factors that hinder learning (bottlenecks). This paper presents a model that enables organisations to analyse the steps in a learning from incidents process and to identify the bottlenecks. The study describes how this model is used in a survey and in 3 exploratory case studies in The Netherlands. The results show that there is limited use of learning potential, especially in the evaluation stage. To improve learning, an approach that considers all steps is necessary.