Relevant bibliographies by topics / Cognitive styles

Academic literature on the topic 'Cognitive styles'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Cognitive styles"

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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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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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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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Reddy, Dr M. Mohan. "Cognitive Styles of Primary School Teachers." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 116–18. http://dx.doi.org/10.15373/22778179/july2013/40.

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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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McRobbie, Campbell J. "Cognitive styles and cognitive structure." Science Education 75, no. 2 (April 1991): 231–42. http://dx.doi.org/10.1002/sce.3730750207.

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Lee, Ji Hyun, Ketlyne Sol, Afsara Zaheed, Emily Morris, Lindsey Meister, Jordan Palms, Alexa Martino, and Laura Zahodne. "COPING STYLES AND COGNITIVE FUNCTION IN OLDER NON-HISPANIC BLACK AND WHITE ADULTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 33. http://dx.doi.org/10.1093/geroni/igac059.124.

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Abstract Coping styles refer to cognitive and behavioral patterns used to manage the demands of stressors. This study aimed to characterize associations between coping styles and cognitive functioning across non-Hispanic Black and non-Hispanic White older adults. Cross-sectional data comes from the Michigan Cognitive Aging Project (N=457; 53% non-Hispanic Black). Coping styles are measured with COPE inventory. Global cognition was a composite of five cognitive domain factor scores derived from a comprehensive battery. Results show that Black older adults reported more emotion-focused coping than Whites, but there were no differences in problem-focused coping. Less emotion-focused and greater problem-focused coping were each more strongly associated with better global cognition among Black older adults, who showed disproportionately worse cognitive performance in the context of less adaptive coping. Coping style may be a particularly important psychosocial resource for cognitive health among Black older adults who may have less access to compensatory resources than Whites.
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Juan Zhou, Juan Zhou, Hideyuki Takada Juan Zhou, and Chengjiu Yin Hideyuki Takada. "Analysis of Reading Behavior Based on Students’ Cognitive Styles and Learning Styles." 網際網路技術學刊 25, no. 3 (May 2024): 425–33. http://dx.doi.org/10.53106/160792642024052503008.

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<p>This study reports the results on the relationship between cognitive style and learning style to understand the reading behavior of undergraduate students using an e-book system from the standpoint of a learning analytics view. Data are recorded from 102 undergraduate students at a university in China for over 4 months. The obtained results indicate that students with an analytical cognitive style achieve the highest performance compared with the other cognitive style groups (quasi-intuitive, adaptive, and quasi-analytic) and better fit the global learning style. Further, their reading behavior is different from that of the other three cognitive style groups (quasi-intuitive, adaptive, and quasi-analytic) as they re-read the first half to better understand the complete picture, following which, they continue their reading smoothly. Personalized learning is being adopted by rapidly growing educational institutions worldwide. The results provide tangible evidence for teachers to better consider the characteristics of students to design classrooms and students to better design learning plans according to their characteristics.</p> <p>&nbsp;</p>
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Batra, Safal, and Neharika Vohra. "Exploring the linkages of cognitive style and individual innovativeness." Management Research Review 39, no. 7 (July 18, 2016): 768–85. http://dx.doi.org/10.1108/mrr-03-2014-0047.

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

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

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Cheng, Elizabeth. "Cognitive styles and mathematical problem solving." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297974.

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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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Leung, Man-chi Candi, and 梁敏芝. "Re-examining the relationship between cognitive styles, ruminative styles, and depression." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47850036.

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Rumination has been consistently found to be a risk factor of depression. However, few studies examined rumination and its relationship with depression, and the protective role of such individual positive traits as hope, in a Hong Kong Chinese context. As opposed to western findings, a recent local study found that the two components of rumination (Treynor, Gonzalez, & Nolen-Hoeksema, 2003), namely brooding and reflective pondering, were not correlated, and the latter was rather adaptive in predicting depressive symptoms (Lo, Ho, & Hollen, 2008). Together with some psychometric issues revealed in the same study, it is unclear if the two-factor model of rumination is applicable in the Hong Kong Chinese context. In addition, given that hope only buffers against negative impact of risk factors of depression, whether the moderating effect of hope on the relationship of brooding and reflective pondering with depressive symptoms in Geiger and Kwon’s (2010) western sample can be replicated in Hong Kong Chinese populations is not clear. Therefore, the present study re-examines the two-factor model of rumination and its relationship with depressive symptoms, and the moderating role of hope in a Hong Kong Chinese sample using a longitudinal design. Adult Trait Hope Scale, Ruminative Response Scale, and Center for Epidemiologic Studies Depression Scale were administered to 189 Hong Kong Chinese university students at lectures with a four-week interval between the two time-points. Analyses using hierarchical linear regression were conducted to examine the relationship of brooding and reflective pondering, and their relationship with depressive symptoms and the role of hope, both concurrently and prospectively. Results confirmed the applicability of the two-factor model of rumination in the Hong Kong Chinese college sample. Rumination (total) and brooding consistently predicted depressive symptoms. Also, moderating effect of hope on the relationship of brooding and depressive symptoms was replicated using the time 1 data in the present study. Nonetheless, contrary to the recent local finding by Lo et al. (2008), brooding and reflective pondering were positively correlated as in western samples, and there was some evidence of one-way relationship from reflective pondering to brooding as shown by the longitudinal data. Reflective pondering itself was neither adaptive nor maladaptive, because there was no significant relationship between reflective pondering and depressive symptoms after controlling for level of brooding. Hence, hope had no interaction with reflective pondering in predicting depressive symptoms. For longitudinal data, after controlling for baseline level of the dependent variables, the one-way relationship from reflective pondering to brooding, the relationship of rumination (total) and brooding with depressive symptoms, and the moderating effect of hope on the relationship between brooding and depressive symptoms, all became nonsignificant. The findings of the present study support the use of the two-factor model of rumination in Hong Kong Chinese context, and suggest that the two components of rumination were correlated probably because reflective pondering tended to lead to brooding. This study also offers further empirical support for brooding being a more robust risk factor of depression than reflective pondering and the buffering impact of hope on psychological well-being. Implications of the results, limitations of this study and recommendations for further research were also addressed.
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Psychology
Master
Master of Philosophy
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Smith, Shelley L. "The cognitive learning styles of international students." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3731.

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The purpose of this research was to examine the usefulness of David A. Kolb's Learning Styles Inventory (LSI) as a tool for categorization and analysis of systematic differences between American and International students. The research addressed five primary questions: 1. Are the learning styles of the International students tested different from those established by Kolb in previous studies of American students? 2. Do the learning styles of the International students tested differ among the various groups? 3. Are there differences among the groups of International students tested that can be related to gender? 4. Do the learning styles of the International students tested show any variation according to age? And if present, does that pattern differ in any way from patterns identified for American subjects tested? 5. Are the learning styles of the International students tested similar or dissimilar from the norms established by Kolb for American students in various fields of academic study?
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Pollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
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Noordink, Peter John. "Cognitive and affective styles in financial decision-making /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19315.pdf.

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Sawyer, Emmett. "The relationship between cognitive styles and instructional leadership /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841359.

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Tourrette, Gilbert. "Styles cognitifs et langage." Paris 5, 1991. http://www.theses.fr/1991PA05H072.

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L'objet de cette thèse est de montrer que le fonctionnement du langage dépend non seulement des facteurs cognitifs généraux, mais egalement de facteurs cognitifs individuels qui distinguent les sujets les uns des autres dans la façon dont ils appréhendent, organisent et traitent l'information. Lorsque ce fonctionnement cognitif différentiel est stable chez un individu donne, se manifeste dans des secteurs de la conduite varies, et se révèle indépendant du contenu des stimuli, il définit le style cognitif du sujet. Nous montrons l'implication de seize de ces styles dans différents aspects du fonctionnement du langage: les aptitudes et la mémoire verbales, la lecture, la compréhension textuelle et lexicale, la syntaxe, le traitement de l’ambiguïté et appréhension de l'humour, l’efficacité communicative, et les processus élémentaires particulièrement importants dans la phase d'acquisition du langage. La thèse développée est que tous les sujets disposent d'une compétence cognitive et linguistique générale, mais que leurs performances verbales sont modelées par les styles cognitifs qui les caractérisent et qui jouent ainsi un rôle de médiateur. Cet effet est particulièrement sensible dans les phases de transition marquant le passage d'une étape à l'autre au cours du développement cognitif et psycholinguistique de l'enfant
The purpose of this thesis is to show that linguistic functioning depends not only on general, but also on individual cognitive factors which distinguish one individual from another in appreheeding, organizing and processing information. When this differential cognitive functioning is stable in an individual, arises through various behavioral fields, and proves and proves to be contents free, it defines the subject's cfognitive style. We whom the implication fo eighteen styles in different aspects of language functioning: verbal aptidudes and memory, reading, textual and lexical comprehension, syntax, ambiguity processing and humour apprehension, communicative efficiency and elementary processes, particularly important during the stage of language learning. The position developed here is that all subjects have a general cognitive and linguistic competence, but their verbal performance is modulated by cognitive styles taht characterize each subject and perform thus a fonction of mediator. This effect is particularly perceptible during the transition periods form one stage to another during the cognitive and psycholinguistic development of children
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Tai, Wing-yin, and 戴詠賢. "The impact of teaching styles on students' learning styles and career interests." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.

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This research aimed to investigate whether or not intellectual styles are value-laden and if they are malleable. This aim was achieved through understanding the types of intellectual styles that teachers and students prefer each other to use in the teaching-learning process. It was further achieved by examining whether or not teaching styles affect students’ learning styles and their career interests. This research employed a mixture of experimental and longitudinal designs as well as a combination of quantitative and qualitative procedures. It was composed of one pilot study and three main studies. The pilot study was intended to evaluate the two inventories (the Preferred Thinking Styles in Learning Inventory, PTSLI, and the Preferred Thinking Styles in Teaching Inventory, PTSTI) used in the first study. The purpose of Study One was to identify teachers’ preferences for students’ learning styles and students’ preferences for teachers’ teaching styles. A total of 226 teachers and 268 students participated in Study One. A series of data analyses revealed that the PTSLI and the PTSTI were applicable to Chinese secondary school teachers and students. The pilot study and Study One consistently revealed that teachers and students preferred each other to use Type I styles in learning and teaching, respectively. These findings also indicated that styles are value-laden. Study Two was an experimental study to examine the impact of teaching styles on students’ learning styles and on their career interests. A total of seven teachers and 464 students participated in the control group, whereas the experimental group was composed of six teachers and 219 students. Classroom instruction was implemented in each participating teacher’s school for one semester (6 months). A pre-test and post-test were conducted before and after the classroom instruction. Students’ learning styles were measured by the Thinking Styles Inventory-Revised II in both tests. At the time of post-test, students also completed the Self-Directed Search that assessed their career interests. In a series of repeated-measures MANOVA, t-test, one-way ANOVA, and paired t-tests conducted in Study Two, changes in students’ learning styles in both the control and the experimental groups were identified. Students in the experimental group demonstrated a trend towards Type I learning styles, whereas students in the control group increased their use of Type II learning styles after the instruction period. Furthermore, teachers’ teaching styles had a direct impact on students’ development of particular types of career interests. Students in the experimental group developed a wider range of career interests than students in the control group. Study Three was a qualitative study conducted among 16 students to explore how and why their learning styles underwent changes. Findings from Studies Two and Three supported the contention that styles are malleable. Results demonstrated that students in the control group showed more features of using Type II learning styles, whereas students in the experimental group gradually increased their use of Type I learning styles after the instruction period. Contributions and implications of the findings are discussed.
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Education
Doctoral
Doctor of Philosophy
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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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Books on the topic "Cognitive styles"

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

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J, Riding R., and Rayner Stephen, eds. Cognitive styles. Stamford, Conn: Ablex Publishing Corp., 2000.

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J, Simon Tony, and Halford Graeme S, eds. Developing cognitive competence: New approaches to process modeling. Hillsdale, N.J: L. Erlbaum, 1995.

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

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Foxall, Gordon R. Cognitive styles of consumer initiators. Birmingham: University of Birmingham, 1995.

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Morgan, Harry. Cognitive styles and classroom learning. Westport, Conn: Praeger, 1997.

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J, Sternberg Robert, and Zhang Li-fang, eds. Perspectives on thinking, learning, and cognitive styles. Mahwah, NJ: L. Erlbaum Associates, 2001.

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J, Sternberg Robert, ed. The nature of intellectual styles. Mahwah, N.J: Lawrence Erlbaum Associates, 2006.

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Sternberg, Robert J. Thinking styles. Cambridge: Cambridge University Press, 1997.

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Reiff, Judith Campbell. Learning styles. Washington, D.C: NEA Professional Library, National Education Association, 1992.

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Book chapters on the topic "Cognitive styles"

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Marrs, Heath. "Cognitive Styles." In Encyclopedia of Child Behavior and Development, 382–83. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_611.

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Li, Lynne N. "Learning Styles, Cognitive Styles and Thinking Styles." In Cultural Learning Styles in Language Education, 66–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-4.

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Grigorenko, Elena L. "Cognitive styles: Intelligence." In Encyclopedia of psychology, Vol. 2., 163–66. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-061.

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Suedfeld, Peter. "Cognitive styles: Personality." In Encyclopedia of psychology, Vol. 2., 166–69. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-062.

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

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Sadler-Smith, Eugene. "Learning Styles and Cognitive Styles in Human Resource Development." In Human Resource Development, 85–106. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36133-2_5.

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Hamblen, Jessica L., and Kim T. Mueser. "Cognitive restructuring 1: Problematic thinking styles." In Treatment for postdisaster distress: A transdiagnostic approach., 129–46. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000237-008.

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Li, Eric Ping Hung. "Cognitive Styles and Personality in Risk Perception." In Consumer Perception of Product Risks and Benefits, 267–82. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50530-5_15.

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Viale, Riccardo. "Different Cognitive Styles in R&D Labs." In Methodological Cognitivism, 367–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40216-6_15.

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Viale, Riccardo. "Different Cognitive Styles in the Academy-Industry Collaboration." In Model-Based Reasoning in Science and Technology, 83–105. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15223-8_4.

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Conference papers on the topic "Cognitive styles"

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

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

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Abstract Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members’ abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents’ cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.
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Marsden, Nicola, Monika Pröbster, Mirza Ehsanul Haque, and Julia Hermann. "Cognitive styles and personas." In OzCHI '17: 29th Australian Conference on Human-Computer Interaction. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3152771.3156156.

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Jumisko-Pyykkö, Satu, and Dominik Strohmeier. "Cognitive styles and visual quality." In IS&T/SPIE Electronic Imaging, edited by Cees G. M. Snoek, Lyndon S. Kennedy, Reiner Creutzburg, David Akopian, Dietmar Wüller, Kevin J. Matherson, Todor G. Georgiev, and Andrew Lumsdaine. SPIE, 2013. http://dx.doi.org/10.1117/12.2009644.

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Mayer, Rosirene, and Benamy Turkienicz. "Cognitive Process, Styles and Grammars." In eCAADe 2005: Digital Design: The Quest for New Paradigms. eCAADe, 2005. http://dx.doi.org/10.52842/conf.ecaade.2005.529.

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Vishnyakova, Olga, Alla Minyar-Beloroucheva, Polina Sergienko, and Elizaveta Vishnyakova. "Harmonizing different cognitive styles through reading." In 5th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.05.02017v.

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Redmond, James A., Cathal Walsh, and Adrian Parkinson. "Equilibriating instructional media for cognitive styles." In the 8th annual conference. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/961511.961529.

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Brown, Elizabeth, Tim Brailsford, Tony Fisher, Adam Moore, and Helen Ashman. "Reappraising cognitive styles in adaptive web applications." In the 15th international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1135777.1135827.

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Volkova, Nataliia N. "Do Cognitive Styles Affect Psychophysical Tasks Performance?" In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.47.

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Kasim, Raja Suzana Raja, and Annurizal Annuar. "Cognitive styles: Web portal acceptance items measurement." In 2011 IEEE International Conference on Computer Applications and Industrial Electronics (ICCAIE). IEEE, 2011. http://dx.doi.org/10.1109/iccaie.2011.6162173.

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Reports on the topic "Cognitive styles"

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

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

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

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

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

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and parenting outcomes (e.g., parental styles, behaviors, quality of interaction, abusive or violent practices); 2) Quantitative empirical studies (correlational, longitudinal, and group comparison designs); 3) Peer-reviewed articles or dissertations, published in English, Spanish, or Portuguese. The exclusion criteria are: 1) Studies analyzing children’s executive functions; 2) Studies analyzing children’s developmental outcomes; 3) Studies not focusing on parenting outcomes; 4) Qualitative studies, and non-empirical studies such as theoretical reviews, systematic reviews, or meta-analyses.
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Gehrig, Anne. A study of factors affecting cognitive style in Mexican-American children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3171.

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

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

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Villa, Juan Miguel, Bibiana Taboada, Laura Ripani, Brígida García, and Pablo Ibarrarán. Life Skills, Employability and Training for Disadvantage Youth: Evidence from a Randomized Evaluation Design. Inter-American Development Bank, May 2012. http://dx.doi.org/10.18235/0011411.

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This paper presents an impact evaluation of a revamped version of the Dominican youth training program Juventud y Empleo. The paper analyzes the impact of the program on traditional labor market outcomes and on outcomes related to youth behavior and life style, expectations about the future and socio-emotional skills. In terms of labor market outcomes, the program has a positive impact on job formality for men of about 17 percent and there is also a seven percent increase in monthly earnings among those employed. However, there are no overall impacts on employment rates. Regarding non-labor market outcomes, the program reduces teenage pregnancy by five percentage points in the treatment group (about 45 percent), which is consistent with an overall increase in youth expectations about the future. The program also has a positive impact on non-cognitive skills as measured by three different scales. Scores improve between 0.08 and 0.16 standard deviations with the program. Although recent progress noted in the literature suggests that socio-emotional skills increase employability and quality of employment, the practical significance of the impacts is unclear, as there is only weak evidence that the life skills measures used are associated to better labor market performance. This is an area of growing interest and relevance that requires further research.
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