Journal articles: '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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Fitriani, Fitriani. "PROFIL KEMAMPUAN KOGNITIF SISWA DALAM MENYELESAIKAN SOAL IDENTITAS TRIGONOMETRI KELAS X-1 SMA NEGERI 1 JAYAPURA BERDASARKAN GAYA BELAJAR." Media Pendidikan Matematika 5, no. 2 (December 30, 2017): 160. http://dx.doi.org/10.33394/mpm.v5i2.1725.

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This study aims to determine the profile of cognitive abilities of high school students in solving trigonometric identity problems based on learning styles. The level of cognitive ability in this research is to remember, understand, apply, analyze, evaluate, and create, while learning style used is visual learning style, auditorial learning style, and kinesthetic learning style. Based on the purpose of this type of research is descriptive research with kulaitatif approach. Subjects in this study were X-1 students of SMA Negeri 1 Jayapura which amounted to 3 people. Subjects taken were one subject with visual learning style, one subject with auditorial learning style, and one subject with kinesthetic learning style, the selection of this subject using purposive sampling technique. The data were collected by using questionnaire of learning style, written test, and interview. Based on the results of research subjects with visual learning styles have the ability to cognitive remember, understand, apply, analyze, evaluate and create. Subjects with auditorial learning style have cognitive abilities to apply and evaluate. subjects with kinesthetic learning styles have a cognitive ability to understand, apply, and evaluate. Learning styles are not the only factors that influence the different cognitive abilities of each subject. Teachers, individual abilities, and the state of the learning environment also influence the differences in cognitive abilities in each subject. The ability of teachers to create diverse learning strategies can develop students' cognitive abilities even when teachers teach in the classroom with students who have different learning styles.

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Suharto, Suharto. "The Ability to Understand Concepts: Cognitive Style, Cognitive Structure, Learning Styles and Learning Motivation." PENDIPA Journal of Science Education 5, no. 1 (December 25, 2020): 15–22. http://dx.doi.org/10.33369/pendipa.5.1.15-22.

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Mathematics is a compulsory subject in vocational high schools throughout Indonesia. The ability to understand concepts is a competency that must be possessed in mathematics learning. The purpose of this study was to examine the variables that affect the ability to understand mathematical concepts. The variables are cognitive style, cognitive structure, learning style and learning motivation. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all vocational high school students in Bengkulu City. The research instrument consisted of five instruments, namely a test of the ability to understand mathematical concepts, and four questionnaires of cognitive style, cognitive structure, learning styles and learning motivation questionnaire. The research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study are the variables of cognitive style, cognitive structure, learning style, and learning motivation have a positive direct effect on the ability to understand mathematical concepts. From this study it can be concluded that the ability to understand mathematical concepts through cognitive styles, cognitive structures, learning styles, and student learning motivation is in a good category.

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Barrio Minton, Casey, and Jane Myers. "Cognitive Style and Theoretical Orientation: Factors Affecting Intervention Style Interest and Use." Journal of Mental Health Counseling 30, no. 4 (October 1, 2008): 330–44. http://dx.doi.org/10.17744/mehc.30.4.5626315033866460.

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Developmental Counseling and Therapy (DCT), an integrative model for assessing client cognitive-emotional style and selecting interventions, has been presented as a meta-theory for increasing intentionality in mental health treatment planning. To examine the usefulness of DCT for training and practice, student and professional counselors (N = 203) completed the Preferred Helping Styles Inventory, the Theoretical Orientation Profile Scale-Revised, and the Intervention Strategies Questionnaire. Intervention styles were related to both cognitive styles and theoretical orientations; intervention style use was predicted by cognitive style and intervention style interests. Implications for mental health counselor training and practice are discussed.

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Men, Fulgensius Efrem, Bedilius Gunur, Ricardus Jundu, and Polykarpus Raga. "Critical Thinking Profiles of Junior High School Students in Solving Plane Geometry Problems Based on Cognitive Style and Gender." Indonesian Journal of Science and Mathematics Education 3, no. 2 (July 31, 2020): 237–44. http://dx.doi.org/10.24042/ijsme.v3i2.5955.

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This study aimed to describe the students’ critical thinking processes in solving plane geometry problems based on cognitive styles and gender styles. This research used the descriptive qualitative method. The subjects of this study were four junior high school students selected based on differences in cognitive styles and gender styles. The instrument consisted of the main instruments are researchers and supporting instruments, namely problem-solving instruments, cognitive style instruments, and interview guidelines. The data were collected by means of tests and interviews. The results showed there is a significant difference in critical thinking based on students’ cognitive styles. Students with field independent cognitive style tend to go through critical thinking stages more fully than students with field dependent cognitive style. Besides that, gender differences also have an impact, although not as significant as the cognitive style.

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Fadlillah, M., and Ratna Pangastuti. "Parenting Style to Support The Cognitive Development of Early Childhood." Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no. 1 (June 9, 2022): 156–63. http://dx.doi.org/10.25217/ji.v7i1.1614.

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Parents are responsible for the parenting of their children. The parenting style has a very big effect on child development. However, not all types of parenting styles can improve child cognitive competence. This is due to parents’ limited understanding of parenting styles. This study aims to reveal and analyze the role of parenting styles to support the cognitive development of early childhood. This research uses a qualitative method with a library study approach. Data obtained through the study and analysis of literature related to parenting, such as scientific articles and books. The result of literature reviews show that parenting styles play a very important role in the cognitive development of early childhood. The most appropriate and dominant parenting style in optimizing the cognitive competence of early childhood is the authoritative style. This style has the highest demand and response, and it prioritizes warmth, encouragement, and care about early childhood.The authoritative style is believed to be suitable for the need and characteristics of early childhood cognitive development. Keywords: Parenting Style, Cognitive Development, Early Childhood

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Liao, Chechen, and Shu-Hui Chuang. "Assessing the Effect of Cognitive Styles with Different Learning Modes on Learning Outcome." Perceptual and Motor Skills 105, no. 1 (August 2007): 184–90. http://dx.doi.org/10.2466/pms.105.1.184-190.

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In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

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Perveen, Shagufta, Gul Jabeen, and Ibrahim Khan. "The Interactional Effect of Rumination and Negative Cognitive Styles to Predict Depression." Spring 2023 3, no. 2 (April 8, 2023): 93–99. http://dx.doi.org/10.54183/jssr.v3i2.161.

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Research on depressogenic cognition has already documented negative cognitive styles and rumination with reference to depressive symptoms. The present study intended to explore the gender differences and interaction effect of rumination and negative cognitive style in predicting depression. The major hypotheses tested were (1) the interaction of negative cognitive styles and SRR predicts depression and (2) gender base differences would exist with reference to RRS and NCS. Study results revealed that both the study variable were significant predictors of depression. Similarly, the interaction effect NCS x RRS significantly predicted depression in a positive direction. Exploring the gender differences, it was found that females experienced more depressed feelings accompanied by a higher magnitude of ruminative response and negative cognitive style.

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Muniri, Muniri, and Erika Yulistiyah. "Representasi Matematis Siswa dalam Menyelesaikan Masalah Sistem Persamaan Linear Ditinjau dari Gaya Kognitif Reflektif-Implusif." Plusminus: Jurnal Pendidikan Matematika 2, no. 2 (July 31, 2022): 201–10. http://dx.doi.org/10.31980/plusminus.v2i2.1810.

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The purpose of this study is to describe the mathematical representation of students with reflective cognitive style in solving linear equation system problems and to describe the mathematical representation of students with impulsive cognitive style in solving linear equation system problems. Researchers set four research subjects from the results of the reflective-impulsive cognitive style test consisting of two subjects with reflective cognitive style and two with impulsive cognitive style. The researcher conducted tests on the system of linear equations and interviewed the four subjects. The type of research used is a case study with a qualitative approach. Data analysis techniques are data reduction, presentation, and conclusions. The results showed that students with reflective cognitive styles could solve linear equation system problems using visual and symbolic representations, and students with reflective cognitive styles could use verbal representations but were still not precise. while students with impulsive cognitive style are able to solve linear equation system problems using verbal representations.

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Aggarwal, Ishani, and Anita Williams Woolley. "Team Creativity, Cognition, and Cognitive Style Diversity." Management Science 65, no. 4 (April 2019): 1586–99. http://dx.doi.org/10.1287/mnsc.2017.3001.

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Borland, James H. "Cognitive Controls, Cognitive Styles, and Divergent Production in Gifted Preadolescents." Journal for the Education of the Gifted 11, no. 4 (July 1988): 57–82. http://dx.doi.org/10.1177/016235328801100407.

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The concept of cognitive style is discussed as a means of shedding light on the nature of giftedness and explaining differences in performance among individuals equally high in measured intellectual ability. Particular attention is given to the cognitive-style theory derived from ego psychology that focuses on what is known as the “cognitive control,” a cognitive structure that mediates the expression of drives in light of conditions that obtain in the external world. A study is described in which six cognitive controls were isolated through factor analysis in a sample of 59 intermediate-grade gifted children. Three cognitive styles, each representing a cluster of cognitive controls, were defined by cluster analysis. The cognitive style labeled “strict percept-strict concept” was associated with greater facility in divergent thinking on two of three dependent variables. The findings are interpreted as lending support to attempts to explain giftedness through the use of qualitative or style constructs.

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Happé, Francesca. "Autism: cognitive deficit or cognitive style?" Trends in Cognitive Sciences 3, no. 6 (June 1999): 216–22. http://dx.doi.org/10.1016/s1364-6613(99)01318-2.

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López-Vargas, Omar, Christian Hederich-Martínez, and Ángela Camargo-Uribe. "Cognitive Style and Academic Achievement." Educación y Educadores 14, no. 1 (April 1, 2011): 67–82. http://dx.doi.org/10.5294/edu.2011.14.1.4.

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Price *, Linda. "Individual Differences in Learning: Cognitive control, cognitive style, and learning style." Educational Psychology 24, no. 5 (September 2004): 681–98. http://dx.doi.org/10.1080/0144341042000262971.

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Kleiman, Evan M., and John H. Riskind. "Negative cognitive style and looming cognitive style synergistically predict stress generation." Anxiety, Stress, & Coping 27, no. 3 (November 2013): 347–59. http://dx.doi.org/10.1080/10615806.2013.853048.

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Busyairi, Ahmad, Ahmad Harjono, and Muhammad Zuhdi. "Analisis Didaktis untuk Meningkatkan Hasil Belajar Calon Guru Fisika Ditinjau dari Gaya Kognitif dan Gaya Belajar." Kappa Journal 5, no. 2 (December 30, 2021): 174–82. http://dx.doi.org/10.29408/kpj.v5i2.4455.

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This study aims to analyze the learning outcomes of prospective physics teachers in terms of cognitive and learning styles. The sample consisted of 47 prospective physics teachers at the University of Mataram. The instruments used consisted of the Group Embedded Figures Test (GEFT), the VAK learning style questionnaire, and the learning outcomes test instrument. The research data were then categorized and analyzed using descriptive statistics to see a picture of student learning outcomes in terms of their learning styles and cognitive styles. Based on the results of data analysis, it can be seen that there are differences in learning outcomes between students who have a field independence (FI) cognitive style and students who have a field dependence (FD) cognitive style. Students who have FI cognitive style tend to get better scores when compared to FD. When viewed from the learning style, it can be seen that the number of students who have visual learning styles is 46.80%, audio is 8.51%, and kinesthetic is 44.68%. Students who have a kinesthetic learning style tend to get better scores when compared to students who have a visual and audio learning style. By paying attention to the characteristics and percentage of students who have FI and FD cognitive styles and students who have visual, audio, and kinesthetic learning styles, one alternative learning that can be used to improve student learning outcomes is cooperative or experimental-based collaborative learning model.

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Brightman, Harvey J., Robert Elrod, and Ron Hart. "Are Social Style and Cognitive Style Related?" Psychological Reports 59, no. 2 (October 1986): 834. http://dx.doi.org/10.2466/pr0.1986.59.2.834.

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Cavanagh, Patrick. "The cognitive impenetrability of cognition." Behavioral and Brain Sciences 22, no. 3 (June 1999): 370–71. http://dx.doi.org/10.1017/s0140525x99272020.

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Cognitive impenetrability is really two assertions: (1) perception and cognition have access to different knowledge bases; and (2) perception does not use cognitive-style processes. The first leads to the unusual corollary that cognition is itself cognitively impenetrable. The second fails when it is seen to be the claim that reasoning is available only in conscious processing.

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Tang, Jenn. "The exploration study of cognitive styles for Taiwan University graduates’ job hunting in Mainland China." Chinese Management Studies 11, no. 1 (April 3, 2017): 163–79. http://dx.doi.org/10.1108/cms-12-2016-0257.

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Purpose In the context of an economic downturn and three transitions of political power, Taiwan’s Kuomintang (KMT) kick-started the cross-strait mutual trust mechanism, encouraging university graduates to find employment in mainland China’s job market (in both mainland China and Hong Kong). Academia and industry are both paying great attention to this issue. There is still a paucity of discussions about cognitive style with regard to working in mainland China (Macau) Design/methodology/approach This study is based on the Q methodology using a sample of Taiwanese university graduates to explore how behavioral factors relate to cognitive style. Findings This paper defines four cognitive styles based on differences in focus and motivation: lifestyles of health and sustainability (LOHAS), word-of-mouth (WOM), learning/practice match and local market disappointment. Originality/value An association is drawn between cognition theory and psychology’s classification of cognitive style. In the context of the four cognitive styles, this paper explores the practical implications of employment and provides recommendations for those intending to work abroad.

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Aminatin Ayunah, Siti, Sripatmi Sripatmi, Eka Kurniawan, and Syahrul Azmi. "Kemampuan Penalaran Matematis Siswa SMA Dalam Menyelesaikan Masalah Matriks Ditinjau Dari Gaya Kognitif." Griya Journal of Mathematics Education and Application 2, no. 4 (December 26, 2022): 951–61. http://dx.doi.org/10.29303/griya.v2i4.253.

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This study aims to describe the reasoning ability at eleventh science students class of SMA Negeri 1 Pringgarata on solving matrix problem in terms of field independent dan field dependent cognitive styles, so this research is a descriptive study. Sampling used a non-probability sampling technique with purposive sampling type so that the samples in this study were students of Eleventh Grade Science Class at SMA Negeri 1 Pringgarata in the academic year 2021/2022. Methods of data collection throught the provision of reasoning ability tests and Group Embedded Figures Test (GEFT). The research subjects were six students consisting of one student with high field independent cognitive style, one student with moderate field independent cognitive style, one student with low field independent cognitive style, one student with high field dependent cognitive style, one student with moderate field dependent cognitive style, and one student with low field dependent cognitive style. The results showed that subjects with high field independent cognitive style had moderate reasoning abilities with scores , moderate field independent cognitive style subjects had moderate reasoning abilities with scores , subjects with low field independent cognitive style had high reasoning abilities with scores , subjects with high field dependent cognitive style has high reasoning ability with score , subject with moderate field dependent cognitive style has moderate reasoning ability with score , and subject with low field dependent cognitive style has moderate reasoning ability with score .

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Zubaidah R, Dona Fitriawan Sunarti, Halini, and Bistari. "ONLINE LEARNING SATISFACTION IN THE TIME OF COVID 19 AND THE EFFECT ON LEARNING OUTCOMES REVIEW FROM STUDENT’S COGNITIVE STYLE." JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan 8, no. 2 (January 4, 2023): 124–42. http://dx.doi.org/10.33222/jumlahku.v8i2.1919.

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The purpose of the study was to describe the state of student satisfaction in online learning during covid 19 in terms of tangible, reliability, responsiveness, assurance, and empathy dimensions and to examine the effect of satisfaction and cognitive style on student learning outcomes in participating in online learning during covid 19. The form of the research used mixed methods with commensurate status, namely using a qualitative descriptive approach and quantitative analysis. The research was conducted at FKIP Untan Pontianak, Mathematics Education Study Program. As the main independent variable is cognitive style and the second independent variable is learning satisfaction. The dependent variable is learning outcomes. The research sample is students who take the mathematics learning process assessment course for the 2021/2022 academic year. This study uses 3 instruments, namely the cognitive style scale, learning satisfaction questionnaire and learning outcomes test. Hypothesis testing is a two-way ANOVA test. The results showed (a) students who had a free cognitive style were as much as 43.47% and students who had a dependent cognitive style were 56.52%. (b) Satisfaction aspects, Tangibles, Reliability, Responsivenes, Assurance and Empathy are classified as high. Research conclusions: (1) The average percentage of very satisfactory and satisfactory satisfaction levels is greater than the average percentage of unsatisfactory and unsatisfactory levels of satisfaction for all dimensions of tangible, reliability, responsiveness, assurance, and empathy. (2) a. The learning outcomes of students who have a free cognitive style are higher than the learning outcomes of students who have a dependent cognitive style, (b) Cognitive style factors and satisfaction factors do not affect jointly on student learning outcomes, (c) Students who have a level of learning satisfaction high, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles, (d) students with low levels of learning satisfaction, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles.

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Haciomeroglu, Erhan Selcuk, and Mark LaVenia. "Object-Spatial Imagery and Verbal Cognitive Styles in High School Students." Perceptual and Motor Skills 124, no. 3 (March 16, 2017): 689–702. http://dx.doi.org/10.1177/0031512517698555.

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The present study investigated object-spatial imagery and verbal cognitive styles in high school students. We analyzed the relationships between cognitive styles, object imagery ability, spatial visualization ability, verbal-logical reasoning ability, and preferred modes of processing math information. Data were collected from 348 students at six high schools in two school districts. Spatial imagery style was not correlated with object imagery style and was negatively correlated with verbal style. Object imagery style did not correlate significantly with any cognitive ability measure, whereas spatial imagery style significantly correlated with object imagery ability, spatial visualization ability, and verbal-logical reasoning ability. Lastly, spatial imagery style and verbal-logical reasoning ability significantly predicted students’ preference for efficient visual methods. The results support the cognitive style model, in which visualizers are characterized as two distinct groups who process visual-spatial information and graphic tasks in different ways.

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Fletcher, Kathryn, Gordon Parker, and Vijaya Manicavasagar. "The role of psychological factors in bipolar disorder: prospective relationships between cognitive style, coping style and symptom expression." Acta Neuropsychiatrica 26, no. 2 (August 21, 2013): 81–95. http://dx.doi.org/10.1017/neu.2013.41.

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ObjectivePsychological factors contribute to bipolar disorder illness course, representing targets for psychological intervention. Research to date has focused on bipolar I disorder, extrapolating results to bipolar II disorder. The current study addresses this discrepancy by exploring cognitive and coping styles in patients diagnosed with bipolar I or II disorder.MethodsParticipants were recruited from the Sydney-based Black Dog Institute. Diagnoses were derived via the MINI International Neuropsychiatric Interview. Baseline cognitive and coping style measures were completed, and mood symptoms assessed over a 6-month period. Clinician-rated mood status was assessed at follow-up to determine the predictive utility of cognitive and coping styles.ResultsThe follow-up sample comprised 151 participants. Differential relationships between cognitive style, coping styles and mood symptoms emerged across the bipolar sub-types. Some key differences were that a broader set of negative cognitive styles were associated with bipolar II depression symptoms; while few relationships were observed between coping styles and bipolar II symptoms.ConclusionDifferences in cognitive and coping style relationships with symptom expression across bipolar I and II disorder may provide clinicians with fruitful guides for directing treatment interventions when relevant maladaptive styles are observed. Further exploration of differences in cognitive and coping styles in bipolar I and II disorder is warranted.

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Fuchs, Stephan. "Metatheory as Cognitive Style." Sociological Perspectives 34, no. 3 (September 1991): 287–301. http://dx.doi.org/10.2307/1389512.

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Saracho, Olivia N. "Cognitive style: individual differences." Early Child Development and Care 53, no. 1 (January 1989): 75–81. http://dx.doi.org/10.1080/0300443890530109.

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Blackburn, I. M., S. Jones, and R. J. P. Lewin. "Cognitive style in depression." British Journal of Clinical Psychology 25, no. 4 (November 1986): 241–51. http://dx.doi.org/10.1111/j.2044-8260.1986.tb00704.x.

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Weiner, Myron F., and J. Douglas Crowder. "Psychotherapy and Cognitive Style." American Journal of Psychotherapy 40, no. 1 (January 1986): 17–25. http://dx.doi.org/10.1176/appi.psychotherapy.1986.40.1.17.

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No authorship indicated. "Review of Cognitive Style." Contemporary Psychology: A Journal of Reviews 33, no. 4 (April 1988): 375. http://dx.doi.org/10.1037/025662.

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WILLIAMS, JAMES D. "Coherence and Cognitive Style." Written Communication 2, no. 4 (October 1985): 473–91. http://dx.doi.org/10.1177/0741088385002004008.

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Tiggemann, Marika. "Dieting and Cognitive Style." Journal of Health Psychology 5, no. 1 (January 2000): 17–24. http://dx.doi.org/10.1177/135910530000500106.

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Rushing, Bill. "Cognitive style and videotapes." Performance & Instruction 21, no. 8 (May 14, 2008): 36–39. http://dx.doi.org/10.1002/pfi.4170210821.

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Winalda, Egatri, and Ristiono Ristiono. "The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning." Thinking Skills and Creativity Journal 5, no. 1 (January 2, 2022): 12–16. http://dx.doi.org/10.23887/tscj.v5i1.37933.

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The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.

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Honn, Darla D., and Joseph C. Ugrin. "The Effects of Cognitive Misfit on Students' Accounting Task Performance." Issues in Accounting Education 27, no. 4 (July 1, 2012): 979–98. http://dx.doi.org/10.2308/iace-50258.

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ABSTRACT Accounting educators have long been interested in the effects of cognitive style on student performance. Research suggests that students' cognitive styles can moderate their success across a variety of assessment methods (i.e., multiple-choice versus written reports versus case study) (Au 1997) and instructional methodologies (Ott et al. 1990). Not clear, however, is the impact of cognitive style on a student's accounting task performance. Several studies have examined the relationship between accounting students' cognitive styles and their performance on accounting tasks, but the results have been mixed (Jones and Davidson 2007; Togo 1993; Arunachalam et al. 1997; Swanson et al. 2005). Using Chan's (1996) theory of cognitive misfit, this study proposes that diminished performance will occur when there is incongruence between a student's cognitive style and the cognitive demands of an accounting task. The Felder-Solomon Index of Learning Styles was used to classify students' cognitive styles as global or sequential. In an experiment involving 138 students, the effects of cognitive misfit negatively impacted performance on a managerial accounting task, and the effect was most pronounced for students with global styles. The current study improves our understanding of cognitive factors that impact students' accounting task performance.

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Jaenudin, Agus. "STUDENTS’ COVARIATIONAL REASONING REVIEWED FROM COGNITIVE STYLES." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 11, no. 3 (September 30, 2022): 2511. http://dx.doi.org/10.24127/ajpm.v11i3.5854.

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Covariational reasoning is important for students because it is a basic ability to master mathematical concepts. However, in reality many students have difficulty in working on covariational reasoning. One of the factors that influence covariational reasoning is cognitive style. Therefore, it is necessary to analyze covariational reasoning based on cognitive style. The research method used in this study is a qualitative research on prospective mathematics teacher students as many as 4 people taken from 31 people. The research instrument used in this study was GEFT to determine cognitive style, covariational reasoning worksheets, and interviews. The results showed that subjects with FIK and FIL cognitive styles only met MA 3, but FIL had erroneous thoughts. Meanwhile, FDK only met MA 2 and FDL met MA 1. In general, subjects with FI cognitive style had better covariational reasoning abilities than subjects with FD cognitive style.

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Atabek-Yigit, Elif. "Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics." Chemistry Education Research and Practice 19, no. 3 (2018): 746–54. http://dx.doi.org/10.1039/c8rp00018b.

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Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

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Cavazos, Jenel T., and Nicole Judice Campbell. "Cognitive style revisited: The structure X cognition interaction." Personality and Individual Differences 45, no. 6 (October 2008): 498–502. http://dx.doi.org/10.1016/j.paid.2008.06.001.

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Sadler-Smith, Eugene. "The relationship between learning style and cognitive style." Personality and Individual Differences 30, no. 4 (March 2001): 609–16. http://dx.doi.org/10.1016/s0191-8869(00)00059-3.

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Michelini, Rinaldo C., and Roberto P. Razzoli. "Cognitive Revolution." International Journal of Productivity Management and Assessment Technologies 1, no. 3 (July 2012): 87–103. http://dx.doi.org/10.4018/ijpmat.2012070105.

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The paper recalls ideas on the human wellbeing developments, already outlined by the Authors (Chap. 17, M.M. Cruz-Cunha, Ed., Social, Managerial & Organizational Dimensions of Enterprise Information Systems, IDEA Group Inc., Hershey, 2009, pp. 329-351, ISBN 978-1-60566-856-7). The cognitive revolution is condition of growth sustainability, requiring new social, political and management paradigms rather different from the extant Western Style ones, and, quite amazingly, more related to the regular culture and ethics ideas, which typify the Eastern Style world. The analyses list peculiarities in opposition between the two styles, such as holism and complexity instead of logic and reductionism, or fairness and conformity instead of rivalry and individualism. The pickings are examined in relation to the robot age technologies, deemed fundamental for the cognitive revolution to come, and to the cultural and ethics backdrop of a global village, aimed at safer running, because of altruism uniformity.

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Nurhaolida, Nurhaolida, Laila Hayati, Nourma Pramestie Wulandari, and Syahrul Azmi. "Analisis Tingkat Berpikir Siswa Berdasarkan Teori Van Hiele Materi Segi Empat dan Segitiga Ditinjau dari Gaya Kognitif." Jurnal Riset Pendidikan Matematika Jakarta 4, no. 1 (February 23, 2022): 34–45. http://dx.doi.org/10.21009/jrpmj.v4i1.23024.

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This study aims to describe students' thinking levels based on Van Hiele's theory on quadrilaterals and triangles material in terms of reflective and impulsive cognitive styles. The research method used is descriptive qualitative. The subjects in this study were students of class VIII H SMP Negeri 1 Wanasaba. The instruments used are cognitive style tests, geometry tests, and interviews. The results showed that the cognitive style of students in class VIII H of SMP Negeri 1 Wanasaba was generally dominated by students with reflective and impulsive cognitive styles, 71.9% greater than students with fast accurate and slow inaccurate cognitive styles, namely 28.1%. Students with reflective cognitive style are generally at the analysis level (level 1). Reflektive students are able to identify the shapes of quadrilaterals and triangles, are able to determine the names of a quadrilateral and triangular shapes, are able to determine the properties and similarities of the properties. Students with impulsive cognitive style are generally at the visualization level (level 0). Impulsive student at this level are able to identify rectangular and triangular and are able to determine the names of flat shapes correctly but not yet complete.

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Avetisova, Iryna, Yuliia Bilotserkivska, Yuliia Kholostenko, and Кhrystyna Shaparenko. "PECULIARITIES OF MOTIVATION OF EDUCATIONAL AND PROFESSIONAL ACTIVITY OF EDUCATORS WITH DIFFERENT STYLES OF COGNITIVE ACTIVITY." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 97–105. http://dx.doi.org/10.31499/2307-4906.1.2022.256194.

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The article presents an analysis of the current state of the problem of the formation of cognitive activity of applicants for higher education, the insufficiency of its development in the theory and practice of vocational education. The development of cognitive activity contributes to the formation of a positive attitude toward theoretical knowledge, educational and professional activities, the acquisition of practical skills, the formation of professional and personal qualities of applicants, their motivational, cognitive and organizational readiness for professional self-education, creating the basis for the development of an individual style of professional activity, ensuring professional mobility of the future specialist.An empirical study of the characteristics of educational and professional motivation of applicants for higher education with different styles of cognitive activity allows us to state that the subjects have divergent, accommodative and assimilative styles of cognitive activity, among which divergent and accommodative ones predominate. The leading motives for the educational and professional activity of applicants with a divergent style of cognitive activity are the acquisition of knowledge, obtaining a diploma, the desire to become a highly qualified specialist, and achieving the approval of parents and others. For applicants with an accommodation style – the acquisition of knowledge, obtaining a diploma, the desire to become a highly qualified specialist, ensuring the success of future professional activities, acquiring deep and strong knowledge. Applicants with an assimilating style of cognitive activity have mastered a profession, received a diploma, successfully continued their studies in subsequent courses, and successfully passed exams. Thus, it has been proven that a different style of cognitive activity has a significant impact on educational and professional motivation. When organizing the cognitive activity of applicants for higher education in order to activate it, it is necessary to take into account the following individual psychological characteristics of a person: temperament, which manifests itself primarily in the style of activity; degree of education – the level of development of intellectual abilities, one’s own experience in the knowledge of the world around; cognitive styles, intellectual lability; the dominant type of perception of information: visual (visual), auditory (auditory), kinesthetic; motivation of cognitive activity; manifestation of will; relationships with teachers, fellow students; emotional state, ability to self-organize. Keywords: motivation of educational and professional activit; applicant of higher education; cognitive activity; style of cognitive activity; activity style; cognitive style; education; higher education.

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Wang, Fang, and Jun Feng. "New Directions in Cognitive Grammar and Style." Style 57, no. 1 (February 2023): 108–15. http://dx.doi.org/10.5325/style.57.1.0108.

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Journal articles on the topic 'Cognitive style'

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