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1
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.
3
OÌ, Maoldomhnaigh MicheaÌl. "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.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Lim, Debbie K. Psychology Faculty of Science UNSW. "Cognitive style and adjustment in cochlear implant users." Awarded by:University of New South Wales. School of Psychology, 2005. http://handle.unsw.edu.au/1959.4/21897.
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This program of research investigated the role of cognitive factors in adjustment to cochlear implantation. A cochlear implant is a medical device for severe to profoundly deaf individuals that simulates sound in the cochlea by electrically stimulating the hearing nerve. The audiological benefits of implantation have shown to be highly variable and difficult to predict. This has led to the utilisation of psychological factors to predict adjustment. The aim of this thesis was to develop an understanding of the psychological factors influencing adjustment to implantation within a cognitive framework. Three studies were conducted that investigated the central hypothesis that individuals with a maladaptive cognitive style are more likely to experience poorer psychological adjustment following implantation. Study 1 was a cross-sectional survey that aimed to identify the main predictors of post-implant adjustment in a large representative sample of adult cochlear implant recipients. Participants completed measures of hearing-related cognitions, anxious and depressive symptomatology, emotional reaction to the implant, and hearing-related demographic characteristics. Psychological adjustment was assessed as stress and coping in relation to hearing impairment. The tendency to engage more frequently in negative hearing-related cognitions was found to be the strongest predictor of adjustment. This finding was consistent with the hypothesis that a maladaptive cognitive style plays a key role in determining psychological outcomes following implantation. Study 2 extended Study 1 by experimentally investigating the impact of a specific maladaptive cognitive process, rumination, on cochlear implant recipients' response to an auditory task. Based on the Study 1 finding that negative cognitions predicted poorer adjustment, participants engaged in either a positive or negative rumination task. During rumination, participants focussed on a series of either positive or negative self-statements. Following rumination, participants completed an auditory (story listening) task. Participants then rated their mood, extent of negative cognitions, and the perceived difficulty of the auditory task. Inconsistent with predictions, participants who engaged in negative rumination did not respond more negatively on any of the ratings than participants who engaged in positive rumination. A correlational analysis, however, showed that greater perceived task difficulty was associated with lower frequency of engagement in positive cognitions about hearing. Study 3 employed a thought suppression paradigm to investigate in cochlear implant recipients the effects of suppressing thoughts about hearing difficulty during an auditory task. It was predicted that participants instructed to suppress would experience an increased frequency of target thoughts and greater negative mood, both during and after suppression. During the first (baseline) experimental period, both suppression and non-suppression participants monitored their thoughts by pressing a button when they experienced a thought about hearing difficulty. In the second (suppression) period, suppression participants suppressed their thoughts about hearing difficulty. In the third (post-suppression) period, suppression participants were instructed to no longer suppress their thoughts. Participants who suppressed had an increased frequency of target thoughts subsequent to, but not during, suppression. There were no differences between suppression and non-suppression participants for mood, either during or after suppression. The finding of a delayed increase in target thoughts indicated that attempting to suppress thoughts about hearing difficulty may be a maladaptive cognitive strategy for managing unwanted negative cognitions about hearing in cochlear implant recipients. In concluding, the thesis proposes a cognitive model of adjustment to cochlear implantation that synthesises the findings of the studies conducted and takes into account the cognitive theories that informed the program of research. The major components of this model include the tendency to engage in negative hearing-related cognitions, the maladaptive cognitive processes employed to manage negative hearing-related cognitions, and cognitive load factors. While far from conclusive, the model presents an initial framework within which the current findings can be understood and further hypotheses generated. Methodologically, the model also provides an empirically informed framework for future investigations into the cognitive factors associated with adjustment in cochlear implant users.
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Mounts, Zella Zink. "Cerebral dominance and cognitive style among Indochinese children /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7569.
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Millet, Peter Edmund Myers Linda James. "The cognitive style of the self-destructive personality /." Connect to resource, 1989. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1134412981.
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Speranzini, Gwendolyn D. "Cognitive style and climate for creativity and change." Thesis, University of Manchester, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625450.
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In 1976 Michael Kirton introduced Adaptation-Innovation Theory, a theory of individual cognitive style that embraces problem solving, decision making and creativity. Individual cognitive style falls along a continuum from Adaptor to Innovator. Adaptors prefer to actualize their creativity in crafting better solutions by working efficiently within the current structure, whereas, Innovators prefer to actualize their creativity in crafting different solutions, by working discontinuously often changing the current structure. This study is an exploratory design addressing the questions (1) What is the relationship between cognitive style, organisational climate for change and outcomes such as creative performance and job satisfaction? (2) Do people of different cognitive style prefer different climates for creativity and change? And if so, what are the differences? A theoretical model was tested using structural equation modeling (SEM) based on the theoretical frameworks and related measures of Kirton (1976), Ekvall (1991), Isaksen, Lauer & Ekvall (1999), Besemer & O'Quin (1987), Puccio (1990) and Cooper, Sloan & Williams (1988). A qualitative design was used to identify specific differences in preferred climates for clusters of individuals along the KAI continuum. Results indicate that Ekvall's dimensions of organisational climate and the current measure, the Situational Outlook Questionnaire, relate more to a climate preferred by those of innovative cognitive style than those of adaptive cognitive style. Additionally, when the discrepancy between observed and preferred climate is small, job satisfaction increases. This suggests that cognitive style impacts outcome through preferred climate. The climate for creativity and change is different for those of Adaptive style through to Innovative style as measured by the KAI. Generally, Adaptors prefer a relationship centered climate whereas Innovators prefer an idea-centered climate. It is reasonable to consider that the climate construct is a continuum just as the Adaption - Innovation construct is a continuum. The groundwork has been done for the creation of a style neutral measure of both incremental and radical change. This study is of interest to creativity researchers, creativity practitioners and individuals.
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Chinien, Christian Alex. "Formative evaluation subject selection : FD/I cognitive style /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944213671.
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Göthman, Sara. "Lärstilsmodeller : en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70717.
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Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter. Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra. I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen. Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.
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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.
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Most departmental policy statements on the education of gifted
and talented students recommend their retention, where
possible, in mainstream classes in neighbourhood schools. The
educational experience in such classes, of 14 students identified as
academically gifted by their teachers, was investigated using a
case study approach. Their cognitive style was studied by
reference to information processing strategies as revealed in
WISC-R subtest scores. Interpersonal and communication skills
were investigated through classroom observation and structured
interviews. The theories of deviance and authority were applied
in interpreting this data.
Results indicated relationships between students' cognitive style
and teachers' identification methods, and between students'
cognitive style and their school satisfaction. Sex differences in
teacher response and student interaction were also noted.
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Kincade, Sharon R. "Age, sex and cognitive style in the Ponzo illusion." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0011/MQ38387.pdf.
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Derakshan, Nazanin. "Cognitive biases in anxiety and the repressive coping style." Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298201.
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Nuttall, Louise. "A cognitive grammar of mind style in speculative fiction." Thesis, University of Nottingham, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.735548.
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Lee, Catherine Hui Min. "Cognitive style and hypermedia learning: A multi-perspective study." Thesis, Lee, Catherine Hui Min (2013) Cognitive style and hypermedia learning: A multi-perspective study. PhD thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/22704/.
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The massive growth of information communication technologies (ICTs) has revolutionized students’ learning in higher education through the advancement of educational technologies. Technologies such as hypermedia learning systems have become widespread and offer significant contributions to improving the delivery of learning and teaching materials. One attribute of hypermedia in facilitating learning is the way it parallels how the human brain and memory works, particularly the way information is encoded and retrieved (Jonassen, 1988; 1991). The effectiveness of hypermedia systems as learning tools has been confirmed by numerous researchers (e.g. Buchanan, 2000; Ford & Chen, 2001; Fullerton, 2000; Guthrie, 2010; Lee & Boling, 2008; Thomas & McKay, 2010) who demonstrated their compatibility with cognitive processes due to variations in the way students perceive, understand and learn from complex information sources. In other words, a key factor in the development of hypermedia learning systems is their dependency on students’ cognitive style since they relate to users’ information processing habits and the representation of individual users’ typical modes of perceiving, thinking, remembering and problem solving. Specifically, Witkin, Moore, Goodenough, and Cox’s (1977) classification - field dependent and independent learners - is adapted in this study to identify the key factors that affect students’ cognitive style in educational environments supported by hypermedia systems.
Nevertheless, with the continuous development of hypermedia learning systems, there is still much to explore and learn about students’ cognitive styles and their effect on learning from cross-disciplinary perspectives. Hence, this thesis aims to answer two broad questions: (i) What are the factors that affect cognitive style? (ii) Does cognitive style change over time? To address these questions, four groups of factors were explored and tested in two locations (Australia and Malaysia) and over two time periods (Semester 1 and Semester 2, 2008): (i) student demographics; (ii) learning dimensions (nonlinear learning, learner control, multiple tools); (iii) culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); and (iv) evaluation of units (content delivery).
The methodological design was a case study using a survey instrument. The study was conducted over two semesters in Australian and Malaysian universities. Both statistical and descriptive analyses were used to enrich the interpretive process of the complex dimensions and increase the relevance of the findings. The statistical analyses consisted of sample size determination, hypotheses testing and application of advanced statistical modelling methods (multiple linear regressions, tree-based regressions and linear mixed effects models) to extract the maximum information from the data. The results indicate that unit evaluation, which included questions related to students’ perceived satisfaction with the delivery of the unit material, was the primary variable to determine students’ cognitive style. The other variables determining cognitive style, to a lesser extent, were learning dimensions (particularly nonlinear learning and learner control) and culture (particularly power distance, long term orientation and individualism). It was found that neither demographics nor time affects cognitive style.
The outcomes of this study have important practical implications for educators and institutions. It is recommended that unit evaluations should be conducted at both the beginning and the end of each semester. By administering a survey that asks students about their preferred delivery of material at the beginning of the semester, their cognitive style could be identified. The results would therefore be valuable information for tutors and lecturers who could adjust their delivery style accordingly. The students’ responses at the end of the semester would provide valuable feedback to tutors and lecturers. This research drew on the perspectives of education, information systems, cognitive psychology and culture. The study incorporated multiple factors with detailed case studies and used extensive quantitative analyses to ensure the validity and reliability of the research findings. The findings in this study will contribute to the ongoing research cognitive style and hypermedia learning systems.
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Evans, Carol Ann. "The relationship between the cognitive style(s) and preferred teacher style(s) of PGCE students." Thesis, Durham University, 2003. http://etheses.dur.ac.uk/1077/.
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Moffeit, Katherine S. (Katherine Southerland). "The Effect of Cognitive Style on Auditor Internal Control Evaluation." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331974/.
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The present auditing environment involves increasing audit costs and potential legal liability. Increasing audit costs mandate methods to make the audit more efficient, while the credibility of audited financial statements depends on audit effectiveness. Internal accounting control evaluation impacts both the efficiency and effectiveness of the audit process since this judgment establishes a basis for determining the timing, nature and amount of auditing procedures to be performed. Results of previous research, however, have indicated that variance does exist in auditors' evaluations of internal controls. While individual differences have been given as an explanation of the variance, no research has successfully isolated which individual differences relate to differences in judgment. This study examined the possibility that cognitive style, defined as the mode of processing which individuals use in their perceptual activities, was an individual difference which could explain some of the variance in internal control judgments. The Myers-Briggs Type Indicator (MBTI) was used to measure the cognitive style of auditors. A second instrument, an audit judgment case, was prepared by the researcher to elicit (1) an auditor's estimate of the reliability of internal controls in a computerized payroll application, and (2) his assessment of the perceived relevance of case information to his reliability judgment. Ninety auditors attending training sessions held by six Dallas CPA firms completed the MBTI and case description. These instruments were administered by the researcher during the Summer of 1984. The participants were primarily senior-level auditors with three years' experience. The statistical methods used in this study included the t-test and ANOVA. Results of the study indicated lack of consensus in the internal control reliability estimates of the participants. Differences were noted in the information the sensing and intuitive types identified as important to their reliability estimates. The number of cues identified as important by the participants was not significantly related to their perceptual mode (sensing or intuitive) or to their internal control reliability judgment.
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Flett, Andrew J. "Personality, cognitive style and approaches to learning in university undergraduates." Thesis, University of Leicester, 1997. http://hdl.handle.net/2381/31305.
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This thesis examines the experience of students in higher education and investigates the relationship between concepts of approach to learning, cognitive style and personality. In March 1993 Entwistle and Ramsden's (1983) Lancaster Approaches to Studying Inventory and Saville and Holdsworth's (1990) Concept 5.2 Occupational Personality Questionnaire were administered to 378 first year undergraduate students from all subject disciplines at the University of Leicester. 311 of these participants returned to resit the tests one year later in 1994, and 116 also returned in 1995 to sit the tests for a third time. The data-set yielded through this core methodology was factor analysed in order to establish a conceptual framework which could be used to assess the determinants of deep and surface approaches to learning, and holist and serialist learning styles. Differences in learning characteristics between male and female students, mature and non-mature students and students of different subject disciplines were investigated and the development of these characteristics over three years was charted. In addition, the academic performance of the students was recorded and correlated with each of the personality and learning characteristics tested. A consistent and conceptually useful eleven-factor model emerged which was used to inform all subsequent analysis. The findings suggest that in the first year of study, cognitive style is strongly linked to personality and only marginally related to approach to learning, but that over time approach to learning becomes associated with aspects of both cognitive style and personality, in particular conscientiousness, ambitiousness and abstract/holist orientation. The results also show that arts and science, and male and female students differ significantly in their respective cognitive styles and that mature students are more likely to seek meaning in their work than non-mature students. In addition, it was found that the personality trait 'conscientious' was highly predictive of academic performance at both first year and final degree levels. The theoretical and practical implications of these findings are discussed in terms of both cognitive theory and educational policy and practice.
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Sherlock, James Francis. "Cognitive processes involved in recognizing compositional style in keyboard music." Thesis, Coventry University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402669.
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蕭愛玲 and Oi-ling Siu. "Cognitive preference style and student achievement in the physical sciences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120837X.
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Craig, Olivia. "Cognitive style and problem behaviour in boys in special schools." Thesis, University of Birmingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343439.
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Zhang, Ling. "Malleability of cognitive style and its implications for management practice." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/594/.
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The study examined the extent to which cognitive style is fixed or malleable. It involved a comparison of cognitive styles between the Chinese and British nationals to determine the effect of culture on cognitive style. The study also sought to explore the effect of acculturation on the way individuals process information. The contribution of the present research is to increase knowledge of cognitive style and the acculturation process. It provides information for industry and education about how training and development strategies could be designed to improve the success of international assignments. The research employed a multi-method methodology as a framework for the research. A longitudinal, quasi-experimental sample survey was conducted with 125 Chinese and 36 British subjects engaged in a postgraduate course in a British University. In this phase of the study, subjects completed the Allinson-Hayes Cognitive Style Index (CSI) twice over a six-month period. Based on these results, the research moved to Phase II to explore the relationship between cognitive style and a range of acculturation variables by adopting a cross-sectional sample survey and in-depth interviews. In the sample survey, interaction efficiency and acculturative stress were measured respectively by Ward's Sociocultural Adaptation Scale (SCAS) and Zung's Self-Rating Depression Scale (SRDS), and motivational orientation was measured by a range of self-developed questions. The final part of this second phase adopted inductive methodology and contained 19 follow-up semistructured interviews with specially selected participants to explore how crosscultural experience could affect cognitive style. Several key findings emerged from the research. First, differences were noted between home and Chinese subjects, and a further administration of the CSI after a period of six months showed a significant shift towards an analytical cognitive style for Chinese students but not for home students. This provided some support for the hypothesis that cognitive style is malleable. The pattern of change was not, however, consistent within the Chinese sample, and the overall change was not as anticipated. Second, past Western experience, pre-departure training and socialising with home nationals from motivational orientation were associated with the change in cognitive style. Third, while data from the sample survey do not support a correlation between interaction effectiveness and level of acculturative stress with a change in cognitive style, cross-cultural differences between the British and Chinese nationals were detected. This suggests that both nationals had different experiences which might influence their information processing style. Finally, results from interviews do point to possible directions for future research, e. g. perception of the host culture.
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Van, Arsdel Jean. "Role of cognitive style in children's performance on Piagetian tasks." Thesis, Kingston University, 1985. http://eprints.kingston.ac.uk/20503/.
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Recently interest has focussed on Witkin's notion of cognitive style (Goodeneough 1978, Donaldson 1982, Messick 1982). Witkin's development of differentiation theory arose from studies concerning the way people orientate their bodies in space and is closely related to the individual's perceptual ability. Field-dependence/field-independence theory is primarily concerned with how people deal with information about the world rather than with how much or how well they do so (Goodenough 1978). Links (Case and Pascual-Leone 1975, Satterly 1979, Huteau 1980) were cited between the work of Piaget and Witkin. Goodenough (1978) wrote that the field-dependence dimension could be identified in problem-solving situations that seemed to require re-structuring. Some of the best illustrations of re-structuring problems come from the work of Piaget. As perceptual demands and materials of Piagetian conservation tasks and characteristics of Witkin's field-dependence/field-independence notion seemed well related it was hypothesised that a relationship might exist between children's performances on Piagetian tasks and their responses to Witkin measures of cognitive style. The study was of a longitudinal design. Four consecutive testing situations at three month intervals aimed to compare children's (N = 65) performance on a battery of six Piagetian conservation tasks (two each of length, area and horizontal/vertical frames of reference) with these same six-seven year old children's scores for two Witkin measures of field-dependence, the Children's Embedded Figures Test (CEFT) and the Draw-a-Figure Test (DAF). As field-dependent subjects are thought to respond to, and process more easily, information presented them in a social or personal manner, one Piagetian task of each of the three areas, length, area and horizontal/vertical frames of reference, was presented in a 'social' manner while the other was administered in an 'impersonal' or abstract manner reported by Witkin et al (1974) as more easily accomplished by field-independent persons. Results of the study gave some limited support to the hypothesis that a relationship might exist between children's performances on Piagetian tasks and their responses to Witkin's Children's Embedded Figures Test. It was also apparent that a majority of children, whether field-dependent or field-independent, were more successful in accomplishing the Piagetian tasks presented in a 'social' manner than they were at accomplishing those presented in an 'impersonal' fashion. Further, the two Witkin measures of cognitive style (CEFT and DAF) did not correlate. Vernon (1972), Bawd (1975) and Satterly' (1976) also have not found agreement between these two Witkin measures of field-dependence. The implications of the study call attention to the complexity of factors which contribute to the teaching/learning situation and of the need for further work relating style or method of presentation to the content of the material.
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Stevens, Sheila. "The relationship between psychophysiological and cognitive response style in schizophrenia." Thesis, Imperial College London, 1989. http://hdl.handle.net/10044/1/47673.
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Figl, Kathrin, and Jan Recker. "Exploring cognitive style and task-specific preferences for process representations." Springer Nature, 2016. http://epub.wu.ac.at/5644/1/b1025.pdf.
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Process models describe someone's understanding of processes. Processes can be described using unstructured, semi-formal or diagrammatic representation forms. These representations are used in a variety of task settings, ranging from understanding processes to executing or improving processes, with the implicit assumption that the chosen representation form will be appropriate for all task settings. We explore the validity of this assumption by examining empirically the preference for different process representation forms depending on the task setting and cognitive style of the user. Based on data collected from 120 business school students, we show that preferences for process representation formats vary dependent on application purpose and cognitive styles of the participants. However, users consistently prefer diagrams over other representation formats. Our research informs a broader research agenda on task-specific applications of process modeling. We offer several recommendations for further research in this area.
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Siu, Oi-ling. "Cognitive preference style and student achievement in the physical sciences /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12354557.
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Dillon, Andrew, Marian Sweeney, Val Herring, Phil John, and Enda Fallon. "The Psychology of designer style." DTI/IED Publications, 1988. http://hdl.handle.net/10150/106073.
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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A., Sweeney, M., Herring, V., John, P. and Fallon, E. (1988) The psychology of designer style. The Alvey Conference 1988. DTI/IED Publications, 323-327.
1. INTRODUCTION: Underlying the notion of style is a basic premise that all designers are not the same and that the manner in which any designer tackles a problem and proposes a solution may be qualitatively different from other designers. If this is shown to be the case and the concept of designer style can be meaningfully discussed then any model of the process of design should allow for such variation at the level of the group or individual. This basically describes the starting point of the HUSAT team's investigation of the concept.
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Schanz, Anne. "A Comparison of the Cognitive Style Similarity and Communication Style Adjustment Index Methods to Study Counseling Supervision Performance." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3211/.
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This study was designed to examine two questions. First, does increasing Myers-Briggs Type similarity correlate with improved performance by counselor supervisor/supervisee dyads? Second, is the Communication Style Adjustment Index superior to the cognitive style scale matching procedure as a method of quantifying MBTI similarity in dyads? Sixty-eight supervisor/supervisee dyads were recruited from University of North Texas Counselor Education Master's level practicum classes. Supervisee class rankings and supervisor performance ratings were correlated with the dyads' MBTI similarity as measured by the Communication Style Adjustment Index and the cognitive style matching procedure. While none of the hypotheses were supported it was noted that there was interaction approaching significance between dyadic similarity using the Communication Style Adjustment Index and supervisor performance ratings.
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Taylor, Demetria M. "A study of administrator cognitive style and administrator teaching style preference as perceievd by administrators and teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/912.
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The purpose of this study, a correlational design using the Pearson Product- Moment Linear Correlation Coefficient, was to determine the existence of significant relationships between the following pairs of variables: (a) administrator cognitive style as related to administrator preference for teaching style, (b) administrator cognitive style and teacher perceptions of administrator cognitive style, (c) administrator preference for teaching style and teacher perception of administrator preferred teaching style. The study also investigated eight key descriptive variables to determine significant correlations to the administrator cognitive style and to administrator teaching style preference: (1) principal gender, (2) principal race, (3) teacher gender, (4) teacher race, (5) school level, (6) socioeconomic status of student population, (7) racial composition of the student population, and (8) achievement level of students.
The study incorporated the generally accepted characteristics attributed to hemisphericity theory (right and left modal) and to the brain quadrants/cognitive styles (upper right, lower right, upper left, lower left) in the development of the twoformed Cognitive Type-Teaching Style Preference Delineator (CS-TSP).
Based on the responses from thirty (30) principals' self-assessments and 258 teachers' perceptions of administrators, the study obtained the following results: (a) Five of nineteen null hypotheses were rejected. (b) There was no significant relationship between administrator cognitive style and administrator preference for teaching style. (c) There was a significant relationship in administrator teaching style preference and teacher perception of administrator preferred teaching style. (d) Administrator cognitive style and teaching style preferences were consistently lower right modal tendencies. (e) Teacher perception concurred with administrator perception of dominant right modal cognitive styles and teaching styles. (f) Administrator teaching style preference had a significant relationship to teacher perception of the administrator teaching style preference. (g) Administrator Cognitive Dominance was significantly related (inversed) to principal ethnicity. (h) Administrator cognitive style was significantly related (inversed) to teacher race. (i) Administrator teaching style preference was significantly related to the school level (elementary or secondary). (j) Administrator teaching style preference was significantly related (inversed) to the socioeconomic level of the student population.
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Honn, Darla Dawn. "AN EXPLORATION OF THE EFFECTS OF COGNITIVE MISFIT ON THE RELATIONSHIP BETWEEN PROBLEM-SOLVING ABILITY AND ACCOUNTING TASK PERFORMANCE." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/316.
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Cognitive ability has been identified as a factor which is associated with accounting expertise, yet little is known about its effects on accounting task performance. The widely-accepted model of accounting performance proposed by Libby and Luft (1993) predicts that cognitive ability influences accounting performance directly and indirectly by affecting task-specific knowledge. Empirical inconsistencies found in these relationships are largely unexplored in the accounting literature, and so a complete understanding of the ability~performance relation remains elusive. The psychology literature suggests that cognitive style, as well as cognitive ability, contributes to the cognitive processes that underlie accounting performance. Research has shown that cognitive style can affect accounting performance, particularly under conditions of cognitive misfit (Chan 1996). Cognitive misfit occurs when an accountant's cognitive style interacts with incongruent demands of the accounting task. Theory suggests the condition of cognitive misfit may explain empirical inconsistencies found in prior ability~performance research. The existing accounting literature has not investigated how cognitive misfit impacts the ability~performance relationship in accounting tasks. The current study explores how the condition of cognitive misfit affects direct and indirect relationships between cognitive ability and accounting performance proposed in the Libby and Luft (1993) performance model. The new knowledge generated in this research will benefit the accounting profession in its quest to identify the determinants of expert performance.
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McCann, Edward W. Jr. "Cognitive Effect Indicators: The Impact of Student and Teacher Styles on Course Grades." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32109.
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This study was descriptive, correlative and explanatory. It summarized the problem solving and learning styles of students enrolled in the spring 2008 Virginia Polytechnic Institute and State University Agricultural Technology program, identified relationships between problem solving and learning styles, and used problem solving and learning styles to explain studentsâ end of course grades. Ninety-three students and six faculty members elected to participate in the study.
There were differences between degree options in terms of orientation to change. Second year students were likely to be internal processors. There were not significant differences among the population in ways of deciding. However, Agricultural Technology teachers were more task oriented problem solvers, while their students were people oriented. Teachers were more field independent than the students. There were no relationships between problem solving and learning style. There was a high degree of association between student ways of deciding and manner of processing.
Student and teacher problem solving and learning styles were used to explain 11% of the variance in studentsâ end of course grades for the six teachers in the study. Student orientation to change, student manner of processing, teacher manner of processing and teacher ways of deciding scores produced a model that significantly explained end of course grades. Suggestions for further research included identifying other career areas with stylistic trends and further identifying the impact cognitive effect has on student behavior.
Master of Science
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Ruzicka, Dennis Edward Neuleib Janice. "Cognitive style and individualized instruction in a community college composition program." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.
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McKay, Elspeth, and elspeth@rmit edu au. "Instructional strategies integrating cognitive style construct: A meta-knowledge processing model." Deakin University. School of Computing and Mathematics, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061011.122556.
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The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers.
Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction.
Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner)
An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations.
The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes.
The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance.
This research design provides a three-level discovery process to articulate:
1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies
2) acquisition of knowledge using measurable instructional outcome and learner characteristics
3) knowledge of the innate environmental factors which influence the instructional outcomes
This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science.
Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991).
Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition.
Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups.
By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999).
While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome.
My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning.
In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.
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Thomas-Peter, Brian Anthony. "Aspects of cognitive style and social judgement in personality disordered offenders." Thesis, University of Liverpool, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316555.
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Dempsey, Robert. "Autobiographical memory specificity and cognitive style across the bipolar disorder spectrum." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/autobiographical-memory-specificity-and-cognitive-style-across-the-bipolar-disorder-spectrum(2eece7d3-c5cb-4168-aae1-07e11a0a8230).html.
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Bipolar disorder is characterised by intense fluctuations in mood, including the experience of severe episodes of depression, mania and hypomania. The experience of bipolar disorder can also be associated with biases in various cognitive processes, including rumination in response to positive and negative mood states and tendencies to make dysfunctional self-appraisals. Preliminary research has also suggested that bipolar disorder may be associated with deficits in the recall of specifically detailed autobiographical memories. The lack of specificity in the recall of autobiographical memories, known as the 'overgeneral' recall bias, refers to tendencies to generate generalised memory representations as the memory recall process is terminated prior to the activation of specifically detailed memories. This overgeneral recall of autobiographical memories can also contribute to ruminative thought patterns, impair the generation of effective solutions to problems, and is associated with poor illness outcomes. The overgeneral bias has been extensively researched within major depressive disorder and suicidality, but has been comparatively under-researched in bipolar disorder and in vulnerable individuals. A series of eight studies were designed to: (i) investigate the cross-sectional associations across measures of positive and negative rumination and self-appraisal with the vulnerability to hypomania, and investigate the associations of these cognitive styles with prospective mood symptoms in an at-risk sample; (ii) investigate the cognitive vulnerability to hypomania in relation to rumination, problem-solving and autobiographical memory specificity; (iii) conduct a preliminary investigation into the associations between goal-related memory processes and extreme goal-pursuit in relation to hypomania vulnerability; (iv) investigate whether the vulnerability to hypomania and future bipolar disorders is associated with similar patterns of overgeneral memory recall on a standardised cue memory task; and (v) investigate the patterns of autobiographical memory specificity within a remitted bipolar sample. The heightened vulnerability to future bipolar disorders was associated with tendencies to engage in both positive and negative forms of ruminative thought processes, and with poorer psychosocial problem-solving, however, this relationship with problem-solving was not independent of current mood symptoms. The results of two studies indicated that the heightened vulnerability to hypomania was associated with an overgeneral memory bias across two different assessments of memory specificity, in direct contrast to previous research. Individuals diagnosed with bipolar disorder also reported more extreme overgenerality during memory recall than a sample of age and gender-matched healthy controls, but were able to recall some specifically detailed negative memories in short response latencies compared to non-bipolar control participants. The research presented within this thesis supports the notion of a continuum of increasing overgenerality in the bipolar disorder spectrum, inclusive of at-risk individuals to people formally diagnosed with bipolar disorder. Although bipolar disorder appears to be associated with a trait-based overgeneral memory bias, bipolar individuals appear to have ready access to some specific negative memories even during remission from symptoms. The clinical implications of this research, methodological considerations in the assessment of memory specificity, and directions for further investigations into the nature of autobiographical memory recall in bipolar spectrum disorders are discussed.
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Ellis, Jacqueline A. (Jacqueline Ann) Carleton University Dissertation Psychology. "Catastrophizing and pain: measures of emotion as predictors of cognitive style." Ottawa, 1996.
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Feng, Yang. "Thinking Holistically versus Analytically: Exploring the Impact of Culture on Consumers' Cognitive Responses to Ads." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/817.
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Along with China's economic growth and opening to the outside world, Chinese young people (mainly the post-80s and the post-90s) are affected by the commercialized culture. When targeting young consumers across cultures, many international advertisers prefer to use standardized visual advertisements. However, culture plays a key role in international advertising as the interpretation of advertising messages varies across cultures. Based on the framework of Analytic/Holistic Thought and Hybridity Theory, this study argued that Chinese and American young consumers adopt different thought patterns to process advertising messages. Looking at two important factors in advertising---image type and product type, this study advocated that marketers need to match the image type with their advertised products or brands, and to adopt congruous images that fit into young Chinese and American consumers' thought patterns. Past research on cultural studies and sociology has contributed to our understanding of how culture shapes the construction and deconstruction of advertising messages, and of the importance of image type used in advertising. In addition, marketing research helps us understand global consumer behaviors, the relationship between consumers' interpretations of ad messages and their attitudinal responses, and the importance of product type. Further, studies from cognitive psychology have provided useful framework for us to analyze the nature of human advertising behaviors and responses. Given the literature, this study sought to understand how culture influences consumers' interpretations of ad messages and how the interpretations further influence their evaluations of the ad and product, and their purchase intentions. This study employed a quantitative experimental design that included qualitative open-ended questions. The experiment tested the effect of culture on generating product/brand thoughts, examined the interaction effect of image type and product type on young consumers' attitudes and purchase intentions, and explored the relationship between the number of generated product/brand thoughts and ad effectiveness. The qualitative questions sought to explore how consumers across cultures recalled different types of objects from the ads and generated different types of product/brand thoughts. In conclusion, the study noted the following two key points: First, Chinese young consumers are less analytic than their American counterparts and tend to be more likely influenced by ad setting while recalling people portrayed in ads. Therefore, advertisers targeting young Chinese consumers may consider using a lifestyle format ad and focusing on portraying the attributes of focal people and objects as well as adding more visual pieces of context information. In contrast, advertising targeting American young consumers can adopt a personalized format, and focus on portraying the attributes of focal people and objects and on linking the attributes of focal people/objects to the product. Second, there is an interactive effect between product type and image type on ad effectiveness. For functional product advertising, using implicit images can be a creative strategy, especially for young Chinese consumers, as they may still infer the performance-related attributes (utilitarian attributes) of the products from background information. However, for symbolic product advertising, it is found that using implicit images discourages both Chinese and American participants from generating product/brand thoughts and from endowing the product with a typical product-user image from the ad.
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Carlin, Erica. "The Effect of a Motivational Interviewing Style in Cognitive Therapy for Depression." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/145363.
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While cognitive therapy (CT) is one of the most well-validated and widely used treatments for patients with Major Depressive Disorder (MDD), many individuals remain symptomatic at the end of treatment or drop out prematurely (Cuijpers, van Straten, Anderson, & van Oppen, 2008; Vittengl, Clark, Dunn, & Jarrett, 2007). Evidence suggests that certain types of therapist relational styles, such as one characterized by empathy and support, are facilitative of better therapeutic outcomes (Keijsers, Schaap, & Hoogduin, 1997) and motivational interviewing (MI; Miller & Rollnick, 2002) is a therapeutic approach which emphasizes this type of relational stance. The present study examined whether cognitive therapists exhibit a relational stance that is emphasized in motivational interviewing and whether this relational stance is associated with greater symptomatic improvement in cognitive therapy for depression. The Motivational Interviewing Treatment Integrity Skills Code (MITI; Moyers, Martin, Manuel, Miller, & Ernst, 2007), an observational coding system originated for assessing fidelity to MI, was used to assess three aspect of MI relational stance (MI Spirit, MI Adherent behaviors, and MI Nonadherent behaviors) among cognitive therapists in a randomized-controlled of CT for individuals with moderate to severe depression. Multilevel modeling was employed to examine the effect of MI relational stance on overall symptom trajectories throughout treatment and subsequent symptom reduction immediately after the use of MI relational stance. In order to rule out early symptom reduction as a potential confound, shared variance between MI relational stance and early symptom reduction was removed. The hypothesis that MI relational stance would be associated with more rapid symptom reduction was confirmed for MI Adherent behaviors but not for MI Spirit or MI Nonadherent behaviors. The prediction that initial depression severity would moderate the effect of MI relational stance on symptomatic improvement was not confirmed; however, a three-way interaction between initial depression severity, MI Adherence, and session number revealed that patients with high initial depression severity did not significantly improve through the course of therapy unless they received high MI Adherence. The hypothesis that MI relational stance in a given session would be associated with a reduction in depressive symptoms in the following sessions across the first four sessions was not confirmed. As predicted, early clinical improvement was not associated with MI relational stance in a later session, suggesting that MI relational stance was not merely an artifact of early clinical improvement. There was no support for the prediction that MI relational stance would be associated with subsequent retention in therapy or the therapeutic alliance. Overall, these findings suggest that a specific type of MI relational stance, MI Adherent behaviors, contribute to more symptomatic improvement. Implications of the role of MI relational stance in cognitive therapy are discussed.
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LeBoeuf, Joseph N. G. "The effects of anchoring, cognitive style and information presentation on decision making." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/28759.
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Combs, Daniel Paul. "PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4494.
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Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are the components of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Educational Research, Technology, and Leadership
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Cooke, Michael Alan. "Insight in schizophrenia : relationship to cognitive function, coping style and brain structures." Thesis, King's College London (University of London), 2006. https://kclpure.kcl.ac.uk/portal/en/theses/insight-in-schizophrenia--relationship-to-cognitive-function-coping-style-and-brain-structures(58fbfb60-3fdf-4e76-a927-1c85e814c96f).html.
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Busari, Abdul Halim. "Leadership effectiveness and cognitive style : a Malaysian government linked companies' (GLCs) perspectives." Thesis, University of Bradford, 2011. http://hdl.handle.net/10454/5735.
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The purpose of this study was to explore leadership effectiveness from the perspectives of the Full Range Leadership Model and Cognitive Style Theory within the framework of understanding both followers and leaders as individual's attitudes to leadership effectiveness. Leadership effectiveness was measured using newly developed self-report instrument, the Leadership Effectiveness Questionnaire (LEQ) with three scales of effectiveness as suggested by Yukl (2002), which were: 1) aims, 2) followers' attitude towards the leader and, 3) group processes. The Full Range leadership approaches were measured using Bass & Avolio's (1997) Multifactor Leadership Questionnaire (MLQ) Form 5X-Short, whilst cognitive style was gathered by using Allinson & Hayes's (1996) Cognitive Style Index (CSI). A two stage (questionnaire survey followed by semi structured interviews) mixed method study was undertaken. Questionnaire data was gathered from 331 followers and 172 leaders in Malaysian Government-Linked Companies, and 10 leaders involved in the interviews. Findings from the survey suggest that a transformational approach was correlated significantly and positively with effectiveness. Intuitive Cognitive Style also correlated significantly with leadership effectiveness. Findings from the semistructured interviews identified a few more characteristics of an effective leadership such as balance and appreciative, whilst new dimensions of cognitive style identified such as rational and holistic.
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Roberts, Andrew Simon. "Relationship between cognitive style and a student's performance in architectural design education." Thesis, Cardiff University, 2004. http://orca.cf.ac.uk/55549/.
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This research consists primarily of a longitudinal study into the relationship between the cognitive styles of three cohorts of architecture students and their performance in design project work. The research has adopted a subset of learning styles theory, that of 'cognitive styles', referring to inbuilt and relatively fixed personality factors that can lead to individual differences in thinking and learning. Specifically, it addresses the Wholist-Analytic and Verbaliser-Imager dimensions of cognitive style as defined by Riding and Cheema (1991). Cognitive styles were measured using Riding's Cognitive Styles Analysis (CSA) (Riding 1991). The students' performance was measured through their assessment grades at key points as they progressed from the first year of their university education to the third. The quantitative data collected during the longitudinal study has been supported by qualitative data derived from student interviews. The results were also related to the students' pre-entry qualifications as well as a measure of spatial ability. The findings suggest that there may be a link, particularly related to the Wholist-Analytic dimension as measured by Riding's Cognitive Styles Analysis. Students who are labelled as having Analytic cognitive styles tend to gain higher marks for design than other students in the early years of their education. Nevertheless by the time they reach the third year of their course, cognitive styles appear to demonstrate little effect on the students' performance. The findings also suggest that an alternative measure of this dimension, the Approaches to Studying Inventory may not be suitable for architecture students. The results also suggest that there is little difference in performance between students who are labelled Imagers and Verbalisers. Neither do the results suggest that spatial ability or entry qualifications form good predictors of final performance in architectural design education.
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Newness, Kerry A. "Stress and Coping Style: An Extension to the Transactional Cognitive-Appraisal Model." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/346.
Full textAbstract:
The purpose of the current research was to integrate multiple theories of stress appraisals and to empirically test two separate transactional cognitive-appraisal models. It was predicted that the core self-evaluation personality characteristics and motivation orientation would moderate the relationship between challenge and hindrance stressors and coping style. Furthermore, it was predicted that coping would buffer the adverse effects of stress on domain performance and satisfaction. A series of multiple regression analyses were conducted to investigate the predicted moderators. Results suggest that core self-evaluations moderate the relationship between challenge stress and problem-focused coping as predicted in the challenge model but not for the hindrance stress model. Coping style did not significantly buffer the negative effects of stress on performance or satisfaction. Overall, the results provide partial support for the challenge-hindrance framework within the transactional appraisal model of stress.