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This article is directed to identify learners needs and organize the further procedure of language teaching and learning. To this extend, teachers should identify the learner's personality, character, and learning styles, they may comprehensively organize lesson procedures and use various methods in an appropriate manner and finally, they will be able to receive high outcomes in the field of language teaching.

One of humanity's most pressing problems is the inequality between people from 'developed' and 'developing' countries, which counteracts joint efforts to combat other large scale problems. Little is known about the psychological antecedents that affect the perception of and behavioral responses to global inequality. Based on, and extending, Duckitt's dual-process model, the current research examines psychological antecedents that may explain how people in an industrialized Western country respond to global inequality. In two studies (N1 = 116, N2 = 117), we analyzed the relationship between the Big Five and justice constructs, right-wing authoritarianism (RWA), social dominance orientation (SDO), and behavioral intentions to reduce global inequality. Two-group path analysis revealed support for the dual-process model in that RWA and SDO were important predictors of behavioral intentions and partially acted as mediators between personality and such intentions. Moreover, justice sensitivity explained variance beyond the 'classic' DPM variables. In Study 2, we additionally assessed individuals' global social identification and perceived injustice of global inequality that explained additional variance. Extending previous work on the dual-process model, these findings demonstrate that individual and group-based processes predict people's responses to global inequality and uncover potentials to promote behavior in the interest of global justice. Adapted from the source document.

Based on studies of the internat'l crisis of 1914, it is asked how much of the variation in the perceptions of the decisionmakers may be accounted for by the nature of the situation, diff's in the nation they represent, & by diff's between individuals acting on behalf of the same nation. Over 1000 statements by foreign policy-makers during the crisis leading to WWI were analyzed & scored on the basis of the intensity of perceived hostility, with the crisis divided into 2 major periods. The greatest amount of variation in perceptions of hostility is accounted for by the situational variable. Conclusions suggested are: (1) the range of variation among foreign policy leaders on pol'ly-relevant attributes is quite restricted; (2) 'definitions of the situation' by the 1914 leaders remained ambiguous right up to the outbreak of war; & (3) such definitions tend to converge as stress increases. Modified AA.

AbstractPrevious studies have shown that as a group 6‐month‐old infants successfully discriminate numerical changes when the values differ by at least a 1:2 ratio but fail at a 2:3 ratio (e.g. 8 vs. 16 but not 8 vs. 12). However, no studies have yet examined individual differences in number discrimination in infancy. Using a novel numerical change detection paradigm, we present more direct evidence that infants' numerical perception is ratio‐dependent even within the range of discriminable ratios and thus adheres to Weber's Law. Furthermore, we show that infants' numerical discrimination at 6 months reliably predicts their numerical discrimination abilities but not visual short‐term memory at 9 months. Thus, individual differences in numerical discrimination acuity may be stable within the first year of life and provide important avenues for future longitudinal research exploring the relationship between infant numerical discrimination and later developing math achievement.

Source vs. message orientation produced no differences under either source- or message-immunization conditions, nor did sex. But self-esteem did interact with immunization strategies as predicted.