Relevant bibliographies by topics / Cognitive style

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cognitive style'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 September 2023

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Journal articles on the topic "Cognitive style"

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Westreich, Allan H., Barry Ritzler, and Joan Duncan. "Relationship between Cognitive Style and Defensive Style." Perceptual and Motor Skills 84, no. 3 (June 1997): 1011–23. http://dx.doi.org/10.2466/pms.1997.84.3.1011.

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This study examines psychoanalytic psychology, theories of cognitive style, and cognitive developmental psychology to examine the relationship between cognitive style and defensive style. A new set of cognitive styles of visual attention is formulated at the following developmental levels: (1) global, (2) local, (3) global-plus-local at the concrete operational level, and (4) global-plus-local at the formal operational level. 50 subjects were administered global-local sorting tasks, the Sentence Preference Test, the Embedded Figures Test, and the Defense Style Questionnaire. Analysis provided mixed support for the hypothesized cognition-defense relationship. Results suggested that the “pure” character types are not typical and that their styles of cognition and defense are positively correlated, not independent as expected. However, possible measurement problems preclude any firm conclusions at this time.
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Sternberg, Robert J., and Elena L. Grigorenko. "Are cognitive styles still in style?" American Psychologist 52, no. 7 (1997): 700–712. http://dx.doi.org/10.1037/0003-066x.52.7.700.

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Griffin, Marlynn M., and Bryan W. Griffin. "Situated Cognition and Cognitive Style." Journal of Experimental Education 64, no. 4 (July 1996): 293–308. http://dx.doi.org/10.1080/00220973.1996.10806600.

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Tullett, Arthur D. "Cognitive Style." European Psychologist 2, no. 3 (January 1997): 258–67. http://dx.doi.org/10.1027/1016-9040.2.3.258.

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Many authors have drawn attention to the differences in psychosocial variables which exist between national cultures. This paper investigates Prato Previde's (1991) hypothesis that Adaptive-Innovative (A-I) cognitive style is a stable cognitive process within the individual which is largely uninfluenced by national culture. Empirical findings and statistical analyses are brought together from a range of studies in different countries to test this hypothesis. In all, the conclusion is drawn that the data are largely consistent with this hypothesis. The principal factors supporting this conclusion comprise: (1) the similarity between the psychometric properties and factor structures obtained for each of the current five language versions (English, French, Dutch, Italian, and Slovak) of the KAI — the measure of (A-I) cognitive style; and (2) the evidence that A-I cognitive style varies more by occupation and by work function than by nation.
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Chen, Can. "A Study on the Relationship Between Reflective-impulsive Cognitive Styles and Oral Proficiency of EFL Learners." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 836–41. http://dx.doi.org/10.17507/tpls.1107.10.

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With the focus of language teaching from teachers to students, the personal factors of language learners have become the focus of research. In 1964, Kagan and his colleagues proposed a reflective-impulsive cognitive style(R-I), a pair of opposing cognitive style that can be measured by Matching Familiar Figures Test (MFFT). Kagan believes that in dealing with cognitive tasks, holding a slow but accurate style is a reflective cognitive style, and holding a fast but inaccurate style is impulsive cognitive style. What’s more, different cognitive styles of learners affect language learning. For English learners, oral English is connected with the output of language, and students' oral ability is an important part of pragmatic competence. The researcher uses MFFT20, combined with observation, interview, oral test to evaluate the oral performance and ability of 80 high school students in a middle school in Chongqing. By analyzing the correlation between the reflective-impulsive cognitive styles and oral English ability, the following results are obtained. First, reflective cognitive style and impulsive cognitive style account for the same proportion of students. And reflective-impulsive cognitive style affects the oral ability of English learners. Second, students with different cognitive styles have great differences in oral performance. Third, generally speaking, English learners with reflective cognitive style perform better in oral accuracy than English students with impulsive cognitive style, while English learners with impulsive cognitive style perform better in oral fluency than students with reflective style.
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Kalyan-Masih, Violet. "Cognitive Performance and Cognitive Style." International Journal of Behavioral Development 8, no. 1 (March 1985): 39–54. http://dx.doi.org/10.1177/016502548500800104.

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This is the third in a series of "India Studies". It investigated within Piaget and Witkin's theories: (1) the relationships among cognitive performance and cognitive style and predictive possibilities; and (2) performance differences by sex, school, grade, and income. The Sample consisted of 92 boys and girls of ages 12-15 years studying in private and government schools in Delhi, India; 47 children in grades 5-7, and 45 in grades 8-10; and 28, 35, and 29 children in the three income levels respectively. Assessment measures were: Liquid Conservation, Islands, Goat-Lion, Hanoi Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting, and Memory Design (Stanford-Binet); and Children's Embedded Figures Test. Data were analyzed by correlational analyses, varimax and oblique factor analyses, multiple regression, and two-way ANOVA: grade (2)Xincome (3). Cognitive style correlated significantly with cognitive performance and proved to be a good predictor. Factor analysis showed a common underlying construct in spite of different theoretical formulations. Developmental differences by grade, and performance differences by income levels, sex and school type were noted. These findings supported those of earlier research and demonstrated the applicability of Piaget and Witkin's theories for a non-Western sample.
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Sulani, Puji. "Pengaruh Strategi Pembelajaran dan Gaya Kognitif Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Sejarah." Jurnal Pendidikan Sejarah 3, no. 2 (July 30, 2014): 8. http://dx.doi.org/10.21009/jps.032.02.

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Abstrack This research was to determine the effect of learning strategies and cognitive style toward student’s critical thinking skill in learning history. This research concludes that student’s critical thinking skills in learning history: (1) had taught using PBL strategies are higher than those taught using conventional learning strategies; (2)who occupied by FI cognitive style higher than those who occupied by FD cognitive style; (3) there are significant interaction between the strategies of learning and cognitive styles on student’s critical thinking skill in learning history; (4) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using conventional learning strategies and occupied by FI cognitive style; (5) who are taught using PBL strategies and occupied by FD cognitive style is lower than those taught using the conventional learning strategies and occupied by FD cognitive style; (6) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using PBL strategies and occupied by FD cognitive style; and (7) who are taught using conventional learning strategies and occupied by FI with cognitive style is lower than those taught using conventional learning strategies and occupied by FD cognitive style. Keywords : learning strategies, cognitive styles, critical thinking skills.
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Chen, Xi, Shen Zhao, and Wei Li. "Opinion Dynamics Model Based on Cognitive Styles: Field-Dependence and Field-Independence." Complexity 2019 (February 11, 2019): 1–12. http://dx.doi.org/10.1155/2019/2864124.

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Two distinct cognitive styles exist from the perspective of cognition: field-dependence and field-independence. In most public opinion dynamics models, people only consider that individuals update their opinions through interactions with other individuals. This represents the field-dependent cognitive style of the individual. The field-independent cognitive style is ignored in such cases. We consider both cognitive styles in public opinion dynamics and propose a public opinion evolution model based on cognitive styles (CS model). The opinions of neighbors and experiences of the individual represent field-dependent cognition and field-independent cognition, respectively, and the individual combines both cognitive styles to update his/her own opinion. In the proposed model, the experience parameter is designed to represent the weight of the current opinion in terms of the individual’s experiences and the cognitive parameter is proposed to represent the tendencies of his/her cognitive styles. We experimentally verify that the CS and Hegselmann–Krause (HK) models are similar in terms of public opinion evolution trends; with an increase in radius of confidence, the steady state of a social system shifts from divergence to polarization and eventually reaches consensus. Considering that individuals from different cultures have different degrees of inclination for the two styles, we present experiments focusing on cognitive parameter and experience parameter and analyze the evolutionary trends of opinion dynamics in different styles. We find that when an individual has a greater tendency toward the field-independent cognitive style under the influence of culture, the time required for a social system to reach a steady state will increase; the system will have greater difficultly in reaching consensus, mirroring the evolutionary trends in public opinion in the context of eastern and western cultures. The CS model constitutes an opinion dynamics model that is more consistent with the real world and may also serve as a basis for future cross-cultural research.
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Batra, Safal, and Neharika Vohra. "Exploring the linkages of cognitive style and individual innovativeness." Management Research Review 39, no. 7 (July 18, 2016): 768–85. http://dx.doi.org/10.1108/mrr-03-2014-0047.

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Purpose This study aims to explore a crucial but less-understood antecedent of individual innovativeness – cognitive style. Design/methodology/approach Data for this study were collected using a survey questionnaire administered to 201 individuals with industry work experience. Kolb’s learning style inventory was utilized to classify individuals into different cognitive styles. One-way ANOVA and multiple linear regression were utilized to test the hypotheses. Findings This study reveals that individual differences in grasping and transforming experiences significantly influence their innovativeness. Individuals whose cognitive learning styles are characterized by abstract conceptualization and active experimentation are more likely to exhibit innovativeness as compared to individuals with cognitive learning styles characterized by concrete experiences and reflective observation. Consequently, convergers who combine both the favorable modes of experience grasping and transformation are most likely to be innovative. Practical implications Promoting individual innovativeness is crucial for successful organizational innovation. This study reveals that an understanding of the cognitive style of the employees can help managers allocate appropriate individuals to various tasks. Originality/value While it has been conceptually argued that cognition is an important antecedent of individual innovativeness, emphasis in this stream of research is predominantly on cognitive abilities. This study extends previous research by empirically testing the impact of cognitive style on individual innovativeness.
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Alalouch, Chaham. "Cognitive Styles, Gender, and Student Academic Performance in Engineering Education." Education Sciences 11, no. 9 (September 3, 2021): 502. http://dx.doi.org/10.3390/educsci11090502.

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Cognitive styles affect the learning process positively if tasks are matched to the cognitive style of learners. This effect becomes more pronounced in complex education, such as in engineering. We attempted to critically assess the effect of cognitive styles and gender on students’ academic performance in eight engineering majors to understand whether a cognitive style preference is associated with certain majors. We used the Cognitive Style Indicator (CoSI) with a sample of n = 584 engineering students. Multiple standard statistical tests, regression tree analysis, and cluster analysis showed that none of the three cognitive styles was exclusively associated with better performance. However, students who had a stronger preference for a cognitive style were more likely to perform better. Gender, the major, and students’ clarity about their cognitive style were shown to be the best predictors of academic performance. Female students performed better and were clearer about their preferred cognitive style, whereas male students were more capable of adapting to different learning tasks. Furthermore, certain engineering majors were shown to be associated with certain cognitive styles. We concluded the study with theoretical and practical implications for engineering education and suggestions for further research.
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Dissertations / Theses on the topic "Cognitive style"

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Aggarwal, Ishani. "Cognitive Style Diversity in Teams." Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/258.

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In this dissertation, I undertake the study of cognitive styles in teams in three papers. Cognitive styles are psychological dimensions that represent consistencies in how individuals acquire and process information, and guide their performance on information processing, decision making, problem solving, and creativity tasks. In addition, they distinguish between individuals from different educational and functional areas. They constitute an important, though largely underrepresented, area of team research. I investigate the relationship between cognitive style diversity and team performance on tasks that impose different demands on teams- execution and creativity. Across the three papers, I identify important processes such as strategic focus, strategic consensus, transactive memory, and learning that further explicate this relationship. The studies move the ongoing debate about whether and how diversity is beneficial and detrimental to team performance forward by exploring task contexts that benefit from diversity, and those that do not. In the final paper, I highlight one effective way to optimize the opposing forces that make diversity a challenging phenomenon to study, thus attempting to move the debate toward a resolution. In the first paper, I investigate the effect of members’ cognitive styles on team processes that affect errors in execution tasks. In two laboratory studies, I investigate how a team’s composition (members’ cognitive styles related to object and spatial visualization) affects the team’s strategic focus and strategic consensus, and how those affect the team’s commission of errors. Errors have crucial implications for many real-life organizational teams carrying out execution tasks. Study 1, conducted with 70 dyads performing a navigation and identification task, established that teams high in spatial visualization are more process-focused than teams high in object visualization. Process focus, which pertains to a team’s attention to the details of conducting a task, is associated with fewer errors. Study 2, conducted with 64 teams performing a building task, established that heterogeneity in cognitive style is negatively associated with the formation of a strategic consensus, which has a direct and mediating relationship with errors. In the second paper, I investigate the effect of team members’ cognitive style composition, and related team processes, on creativity. Creativity encompasses the processes leading to the generation of novel and useful ideas. In a study with 112 graduate-student teams working on a semester-long project, I explore the effect of the team’s cognitive style composition on its transactive memory and strategic consensus, and find that it influences both these processes. Furthermore, I find that team’s transactive memory is positively related to two aspects of creativity: flexibility and fluency. Originality, the third aspect of creativity is influenced by the team’s strategic consensus and strategic focus. The study provides a nuanced understanding of how diverse inputs, but integrating processes, benefit team creativity. In the third paper I highlight that cognitive diversity in teams is associated with both benefits and costs, and increasing the benefits linked with having a greater wealth of human resources without increasing the associated coordination costs is a challenge. In this paper, I provide a new lens for looking at team composition in terms of this cost-benefit tradeoff, and propose one way to optimize it. I study how cognitive resources are distributed in teams, emphasizing both breadth and depth, and investigate the influence of versatile team members, or members who encompass depth in a breadth of domains. In two studies, I find evidence for the proposition that the number of cognitively versatile members in the team is positively associated with team performance in execution tasks, explaining variance above and beyond standard and non-standard ways of capturing diversity. Interestingly, I find that while there is generally a curvilinear (inverted U-shaped) relationship between team size and team performance, there is a positive linear relationship between size and performance in teams that have cognitively versatile members. I also find that the positive impact of cognitively versatile members on performance in execution tasks is facilitated by process learning. I discuss the implications of this alternative way of viewing diversity. Taken together, this dissertation explores team composition using deep-level diversity variables that directly relate to functional areas of individuals in organizations. The three papers contribute to an underrepresented area of organizational research, and establish the importance of the team’s cognitive style composition to team performance. Also, by addressing many calls in the groups and teams research literature, this dissertation aims at providing a nuanced understanding of composition, processes and performance in teams, revealing the complexity of teamwork.
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Durrheim, Kevin. "Rethinking cognitive style in psychology." Doctoral thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/13472.

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Bibliography: leaves 240-257.
This thesis proposes to answer a single question: do the stylistic features of cognition operate independently of cognitive contents? The question itself has a history, and the way it has been framed, and the types of answers it has attracted have been related to ideological and political interests. Chapter 1 reviews four social psychological theories of the relationship between cognitive style and ideological beliefs - authoritarianism, extremism theory, context theory, and value pluralism theory. It argues that these (empiricist) accounts have been bedeviled by a tension between theoretical universalism and political critique, and have fostered the view that cognitive traits are stable, general, and pervasive properties of individual psychology. Chapter 2 focuses on the construct of intolerance of ambiguity, and shows how - in the manner of Danziger's (1985) "methodological circle" - universalistic assumptions have become incorporated into measurement instruments; and how all evidence of individual variability in cognitive style has been accommodated by interactionist models of personality, leaving the empiricist view intact. Roy Bhaskar's critical realism is used as an alternative to a empiricist psychology, and Michael Billig's rhetorical psychology is used as an alternative to universalistic theories of cognitive style. A measurement procedure is developed which can assess cross-content variability in ambiguity tolerance. Three studies are performed in order to justify a move towards an anti-universalistic conception of cognitive style. Study l evaluates the hypothesized generality of ambiguity tolerance on a sample of university students. Factor analysis and correlational matrices show that ambiguity tolerance toward different authorities is domain specific, and that different factors are related to each other positively, negatively, and orthogonally. Study 2 employs the same sample, and uses polynomial regression analysis to show that the relationship between ambiguity tolerance and ideological conservatism is highly variable across content domain. Study 3 replicates these central findings with another student sample and with different scale contents. The results of all three studies arc contrary to the predictions of the social psychological accounts of cognitive style. They show that expressions of cognitive style are context- and content-dependent, and suggest that the empiricist "thing-like" ontology be replaced with a praxis- and concept-dependent ontology.
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Ó, Maoldomhnaigh Micheál. "Cognitive stage, cognitive style, attitude and physical science option." Thesis, King's College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406231.

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Davies, Joanne. "A detailed analysis of the wholist-analytic style ratio : a methodology for developing a reliable and valid measure of style." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/a-detailed-analysis-of-the-wholistanalytic-style-ratio(074c3b8c-1ce0-4b30-82c5-7c0b90ef8aec).html.

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Riding's (1991) wholist-analytic dimension of cognitive style proposes a unidimensional view of global-analytic constructs, however, very little empirical evidence exists in support of a relationship between the styles in the wholist-analytic family, which has led to suggestions that style is best conceptualised as a more complex multidimensional construct (Hodgkinson and Sadler-Smith, 2003). Another major problem for Riding's (1991) wholist-analytic style construct is its lack of temporal reliability (Peterson, Deary and Austin, 2003; Rezaei and Katz, 2004; Parkinson, Mullally and Redmond, 2004; Cook, 2008). Furthermore, the current thesis argues that in addition to problems of reliability, the wholist-analytic dimension lacks predictive and construct validity. This thesis outlines two major methodological limitations with the current wholist-analytic ratio measurement, which have raised doubts over the efficacy of the ratio in discriminating between part processing and whole processing style. Firstly, the wholist-analytic ratio is confounded by reflective-impulsive style differences (Kagan, Rosman, Day, Albert and Phillips, 1964). Secondly, the nature of the tasks, combined with strategy preferences, set up an asymmetry in the basis of the wholist-analytic ratio. A new measure of wholist-analytic style, hereafter called the 'Wholist-Analytic Style (WAS) Analysis' has been developed to experimentally manipulate the presentation order of the subtests and the number of parts in the geometric stimuli. Performances on the WAS analysis and the CSA were compared to other styles in the wholist-analytic family to test the unidimensional approach to style. It was found that the wholist-analytic ratio is confounded by sensitivity to reflective style, with much of its discriminatory power being limited to the first subtest, and 6 there is an asymmetry in the part-whole processing basis of the wholist-analytic ratio. Furthermore, there is a consistent relationship between reflective-impulsive style and part-whole processing. This thesis proposes the theory of diminished reflection, which renders the wholist-analytic ratio invalid in its current form. The theory can account for the hereto-unexplained lack of temporal reliability of the wholist-analytic ratio and offers a practical solution to improve both the validity and stability of the ratio. This thesis offers partial support for the unidimensional perspective of style but makes strong links between reflective-impulsive style and part-whole processing preferences.
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De, Ciantis S. M. "The relationships between leadership style, cognitive style and learning style : An exposition of management style dimensions." Thesis, University of Hertfordshire, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384474.

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Strehler, Anne. "The relationship between cognitive load, cognitive style and multimedia learning." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10282008-120644/.

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Wilson, Jacquelyne L. "The Relationship Between Leadership Style and Cognitive Style to Software Project Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6150.

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Project managers can be change agents providing direction and motivation for subordinates to meet and exceed goals; however, there is a lack of information about the soft skills needed to achieve project success. Understanding the relationship between cognitive style and transformational leadership to software project outcomes is important. This study describes the lived experiences of software project managers by focusing on their attitudes towards, perceptions of, and behaviors related to using transformational leadership and cognitive styles in agile software development environments. Husserlian phenomenological design was used to identify the structure of participants' experiences. The naturalistic decision-making model and the theory of constraints were a framework for the study. Software project managers identified as transformational leaders were selected from government agencies and commercial companies. Prior to being interviewed, individuals completed the Cognitive Style Indicator. In-depth, semistructured interviews and member checking were used for data collection. Qualitative, phenomenological analysis was used to code the interview data and identify thematic response categories. Results indicated that transformational leaders possessing a planning or creating cognitive style stimulate an environment with an uplifting work atmosphere in which team members are fulfilled and product development outcomes are successful. The implications for positive social change include broadening project managers' leadership and decision making regarding overall project success and leading executives to reexamine the leadership and decision-making styles of their managers resulting in their organizations' prosperity, employee effectiveness, and cost containment.
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MacGillivray, Richard G. "The influence of cognitive processing style on cognitive distortions in clinical depression." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5286.

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Millet, Peter Edmund. "The cognitive style of the self-destructive personality." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1134412981.

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Cullinane, Debra Kaye. "A cognitive style study of Native Indian children." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25371.

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This study examined the issues of culture, measurement and development involved in field-dependent-independent cognitive style research with Native Indian and Non-Indian students. Two cultural groups were tested, and each group consisted of 75 students from ages 8 to 12. One of the cultural groups was composed of Tsimshian Indians living in villages outside of Prince Rupert, and the other was composed of non-Natives living in Prince Rupert. Four measures of field-dependent-independent cognitive style were individually administered to students. One test (Embedded Figures Test) was established as the criterion measure of cognitive style, and the potential of the other three tests as measures of cognitive style was investigated. Five ages were included so that differences in developmental trends could be determined. Results showed that the non-Natives scored significantly closer to the field-independent end of the continuum than the Natives on two of the four measures of cognitive style. These results indicated that cultural differences do exist between the two cultural groups for two of the measures. The four cognitive style measures were found to inter-correlate highly, which indicated that they form a reasonable battery to use for measuring field-dependence-independence. Results also showed no interaction between age and culture, thereby indicating that no significant differences in development existed between the two cultural groups. In both groups, cognitive style developed in the same linear sequence, and reached the same level of development by age 12.
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Books on the topic "Cognitive style"

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Tamar, Globerson, Zelniker Tamar, and Universiṭat Tel-Aviv. Yeḥidah le-sotsyologyah shel ha-ḥinukh ṿeha-ḳehilah., eds. Cognitive style and cognitive development. Norwood, N.J: Ablex Pub. Corp., 1989.

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Stephen, Rayner, ed. Cognitive styles and learning strategies: Understanding style differences in learning and behaviour. London: D. Fulton Publishers, 1998.

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Purohit, Tani Nibedita. Culture, cognitive style, and mathematics. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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A cognitive theory of style. New York: P. Lang, 2005.

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Foxall, Gordon R. Cognitive style and consumer innovativeness. Cranfield: Cranfield School of Management, 1987.

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School learning and cognitive style. London: David Fulton, 2002.

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Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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Keefe, James W. Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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W, Keefe James, ed. Profiling and utilizing learning style. Reston, Va: National Association of Secondary School Principals, 1988.

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Keefe, James W. Learning style profile. Reston, Va. (1904 Association Dr., Reston 22091): National Association of Secondary School Principals, 1986.

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Book chapters on the topic "Cognitive style"

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Sense, Andrew. "Cognitive Style." In Cultivating Learning within Projects, 66–92. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591967_4.

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Chinn, Steve. "Cognitive (thinking) style." In More Trouble with Maths, 127–47. 3rd edition. | Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: NASEN spotlight: Routledge, 2020. http://dx.doi.org/10.4324/9781003017721-10.

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Trail, Beverly A. "Supporting Cognitive Style." In Twice-Exceptional Gifted Children, 69–102. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239253-5.

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Chinn, Steve. "Cognitive (thinking) style." In More Trouble with Maths, 123–42. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315643137-11.

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Boase-Beier, Jean. "Translation and cognitive stylistics." In Translation and Style, 84–127. Second edition. | New York : Routledge UK/ROW, 2019. | Series: Translation Theories Explored, 1365-0513 | First edition had title: Stylistic approaches to translation: Routledge, 2019. http://dx.doi.org/10.4324/9780429327322-5.

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Chinn, Steve. "Cognitive style in mathematics." In The Trouble with Maths, 71–89. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003017714-4.

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Fodor, J. A. "Semantics, Wisconsin Style." In Philosophy, Mind, and Cognitive Inquiry, 209–28. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-009-1882-5_7.

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Brouwer, Elsbeth C. "12. Attitude, style and context." In Human Cognitive Processing, 245–64. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/hcp.26.14bro.

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Kristiansen, Gitte. "Style-shifting and shifting styles: A socio-cognitive approach to lectal variation." In Cognitive Linguistics Research, 45–90. Berlin, New York: Mouton de Gruyter, 2008. http://dx.doi.org/10.1515/9783110199154.1.45.

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McMeeking, Thomas. "Cognitive Style and Emotional Intelligence." In The Political Leadership of Prime Minister John Major, 217–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58938-7_7.

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Conference papers on the topic "Cognitive style"

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Lapp, Samuel, Kathryn Jablokow, and Christopher McComb. "Collaborating With Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97932.

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Abstract Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members’ abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents’ cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.
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Radwan, Noriana, Jessica Menold, Jesse McTernan, Kathryn Jablokow, and Christopher McComb. "Towards Characterizing Cognitive Style Coping Behavior in Engineering Design." In ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/detc2022-91148.

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Abstract Problem solving is a crucial aspect of engineering design, and cognitive style, or preferred problem-solving style, is an important way to understand designers’ individual behavior. When there is significant misalignment between the problem frame and one’s cognitive style, it results in cognitive gaps. Large cognitive gaps may hinder effective problem solving. According to Kirton’s adaption-innovation theory, such gaps are managed through coping behavior. However, coping behavior is understudied in the literature, especially when assessing person-problem gaps. We argue that a deeper understanding of these gaps and its resulting coping strategies in problem solving can aid in facilitating effective design. Therefore, the current study was developed to understand how cognitive style and the problem frame impacts solution outcomes; and identify the design strategies and behaviors that are elicited by participants of varying cognitive styles. Through a mixed methods analysis, we found that the problem frame can impact the types of solutions that designers develop and the cognitive experience of their design — where some behaviors indicate the prevalence of coping.
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Akhtamyanova, I. I. "Cognitive-Style Determination Of Thinking." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.12.

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Kellner, Gudrun, and Bettina Berendt. "Extracting knowledge about cognitive style." In 2011 7th International Conference on Natural Language Processing and Knowledge Engineering (NLPKE). IEEE, 2011. http://dx.doi.org/10.1109/nlpke.2011.6138172.

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Pinto Lobo, María RosaMaría Rosa Pinto Lobo. "FROM STYLES 0 TO STYLE E-0. COGNITIVE STYLES IN E-LEARNING." In International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909r050.

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Wiyatno, Rey, and Jeff Orchard. "Style Memory: Making a Classifier Network Generative." In 2018 IEEE 17th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2018. http://dx.doi.org/10.1109/icci-cc.2018.8482059.

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Hiraishi, Hironori. "Cognitive Driving Data Visualization and Driving Style Transfer." In 2021 IEEE 20th International Conference on Cognitive Informatics & Cognitive Computing (ICCI*CC). IEEE, 2021. http://dx.doi.org/10.1109/iccicc53683.2021.9811337.

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Fajriah, Noor, Akbar Sutawidjaja, and Tatag Siswono. "Geometrical Visualization and Studentsr Cognitive Style." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.59.

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Chang, Rong, and Jingran Wang. "Painting Style Alignment: Restoration of Ancient Chinese Landscape Paintings Driven by Aesthetic Cognition and Aesthetic Computation." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003264.

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Painting style alignment is critical for ancient painting restoration. To reduce the aesthetic cognition conflicts between human and artificial intelligence in Chinese landscape painting restoration, we propose a new research paradigm, joint aesthetic cognition, which aligns painting style in three stages: descriptive painting style based on human aesthetic cognition, predictive painting style with AI aesthetic computation, and prescriptive restoration test via human-AI collaboration. To keep interaction of these stages continuous, a hybrid research method based on both data design and self-supervised learning is further proposed to adaptively construct the joint cognition of specific painting style. Preliminary tests on two restorative scenarios, analogized generation and cognitive recompositing, indicate that our joint aesthetic cognition is effective and feasible for painting style alignment, and can thus facilitate human-AI collaboration in ancient painting restoration.
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Dun Niu, Wenwen Xie, Pengfei Wang, and Yutian Huang. "Development of verbal-imagery cognitive style test." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496491.

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Reports on the topic "Cognitive style"

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Gehrig, Anne. A study of factors affecting cognitive style in Mexican-American children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3171.

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Anderson, Daniel. Analytic Thinking Predicts Vaccine Endorsement: Linking Cognitive Style and Affective Orientation Toward Childhood Vaccination. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.220.

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Muessle, Leith. A correlational study of cognitive style measured by the Myers-Briggs Type Indicator and the Witkin group embedded figures test. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5784.

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Smith, Shelley. The cognitive learning styles of international students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5615.

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Studak, Cathryn M., and Diana L. Allison. Developing Interdisciplinary Partnerships Based on Cognitive Learning Styles. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1331.

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Buehner, Linda J. Instructional Design: Impact of Subject Matter and Cognitive Styles. Fort Belvoir, VA: Defense Technical Information Center, February 1987. http://dx.doi.org/10.21236/ada177066.

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Carey, Andrew B. Cognitive styles of Forest Service scientists and managers in the Pacific Northwest. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1997. http://dx.doi.org/10.2737/pnw-gtr-414.

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Camilo, Cláudia, Andréia Salmazo, Margari da Vaz Garrido, and Maria Manuela Calheiros. Parents’ executive functioning in parenting outcomes: A meta-analytic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0067.

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and parenting outcomes (e.g., parental styles, behaviors, quality of interaction, abusive or violent practices); 2) Quantitative empirical studies (correlational, longitudinal, and group comparison designs); 3) Peer-reviewed articles or dissertations, published in English, Spanish, or Portuguese. The exclusion criteria are: 1) Studies analyzing children’s executive functions; 2) Studies analyzing children’s developmental outcomes; 3) Studies not focusing on parenting outcomes; 4) Qualitative studies, and non-empirical studies such as theoretical reviews, systematic reviews, or meta-analyses.
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