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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.published_or_final_version
Psychology
Master
Master of Philosophy
4
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'enfantThe 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.published_or_final_version
Education
Doctoral
Doctor of Philosophy
10
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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Moffeit, Katherine S. (Katherine Southerland). "The Effect of Cognitive Style on Auditor Internal Control Evaluation." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331974/.
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The present auditing environment involves increasing audit costs and potential legal liability. Increasing audit costs mandate methods to make the audit more efficient, while the credibility of audited financial statements depends on audit effectiveness. Internal accounting control evaluation impacts both the efficiency and effectiveness of the audit process since this judgment establishes a basis for determining the timing, nature and amount of auditing procedures to be performed. Results of previous research, however, have indicated that variance does exist in auditors' evaluations of internal controls. While individual differences have been given as an explanation of the variance, no research has successfully isolated which individual differences relate to differences in judgment. This study examined the possibility that cognitive style, defined as the mode of processing which individuals use in their perceptual activities, was an individual difference which could explain some of the variance in internal control judgments. The Myers-Briggs Type Indicator (MBTI) was used to measure the cognitive style of auditors. A second instrument, an audit judgment case, was prepared by the researcher to elicit (1) an auditor's estimate of the reliability of internal controls in a computerized payroll application, and (2) his assessment of the perceived relevance of case information to his reliability judgment. Ninety auditors attending training sessions held by six Dallas CPA firms completed the MBTI and case description. These instruments were administered by the researcher during the Summer of 1984. The participants were primarily senior-level auditors with three years' experience. The statistical methods used in this study included the t-test and ANOVA. Results of the study indicated lack of consensus in the internal control reliability estimates of the participants. Differences were noted in the information the sensing and intuitive types identified as important to their reliability estimates. The number of cues identified as important by the participants was not significantly related to their perceptual mode (sensing or intuitive) or to their internal control reliability judgment.
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Chrétien, Roland. "Neuropsychological signs associated with cognitive styles in young offenders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26111.pdf.
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Garretson, Deborah J. "Supervisors' and trainees' cognitive styles and the supervision process." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833475.
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This study replicated and extended some aspects of a project done by Handley (1980). The primary purpose of this study was to test whether satisfaction with the counseling supervisory relationship was related to the degree of personality similarity between counselor trainees and their supervisors. The degree of personality match was measured by the Myers-Briggs Type Indicator. Satisfaction was assessed using the Barrett-Lennard Relationship Inventory, the Counselor Evaluation Rating Scale, and two general satisfaction questions.The sample was comprised of 42 counselors-in-training at the master's level and 15 superisors at the doctoral level. Supervisors and trainees were paired to make 42 counselor-supervisor dyads. All participants were graduate students at a Midwestern state university counseling psychology program. Twenty six of the trainees were female and 16 were male. Seven of the supervisors were female and 16 were male.In the primary analyses, one-way MANOVAs revealed no relationship between personality match and trainees' and supervisors'satisfaction with supervision. However, several supplementary one-way MANOVAs indicated that there .was a difference in satisfaction with supervision when trainees were matched to same-sex as compared to opposite-sex supervisors. Female trainees were less satisfied with supervision when they were matched with female supervisors. Male trainees were satisfied with both female and male supervisors.Implications of the findings and suggestions for further research were offered. Limitations of the project were also discussed in terms of the type of training program studied and the homogeneity of the participant pool.Department of Counseling Psychology and Guidance Services
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Kinley, Khamsum. "Towards modelling web search behaviour : integrating users’ cognitive styles." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63804/1/Kinley_Kinley_Thesis.pdf.
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With the rapid growth of information on the Web, the study of information searching has let to an increased interest. Information behaviour (IB) researchers and information systems (IS) developers are continuously exploring user - Web search interactions to understand and to help users to provide assistance with their information searching. In attempting to develop models of IB, several studies have identified various factors that govern user's information searching and information retrieval (IR), such as age, gender, prior knowledge and task complexity. However, how users' contextual factors, such as cognitive styles, affect Web search interactions has not been clearly explained by the current models of Web Searching and IR.
This study explores the influence of users' cognitive styles on their Web search behaviour. The main goal of the study is to enhance Web search models with a better understanding of how these cognitive styles affect Web searching. Modelling Web search behaviour with a greater understanding of user's cognitive styles can help information science researchers and IS designers to bridge the semantic gap between the user and the IS. To achieve the aims of the study, a user study with 50 participants was conducted. The study adopted a mixed method approach incorporating several data collection strategies to gather a range of qualitative and quantitative data. The study utilised pre-search and post-search questionnaires to collect the participants' demographic information and their level of satisfaction about the search interactions. Riding's (1991) Cognitive Style Analysis (CSA) test was used to assess the participants' cognitive styles. Participants completed three predesigned search tasks and the whole user - web search interactions, including thinkaloud, were captured using a monitoring program. Data analysis involved several qualitative and quantitative techniques: the quantitative data gave raise to detailed findings about users' Web searching and cognitive styles, the qualitative data enriched the findings with illustrative examples.
The study results provide valuable insights into Web searching behaviour among different cognitive style users. The findings of the study extend our understanding of Web search behaviour and how users search information on the Web. Three key study findings emerged: • Users' Web search behaviour was demonstrated through information searching strategies, Web navigation styles, query reformulation behaviour and information processing approaches while performing Web searches. The manner in which these Web search patterns were demonstrated varied among the users with different cognitive style groups.
• Users' cognitive styles influenced their information searching strategies, query reformulation behaviour, Web navigational styles and information processing approaches. Users with particular cognitive styles followed certain Web search patterns.
• Fundamental relationships were evident between users' cognitive styles and their Web search behaviours; and these relationships can be illustrated through modelling Web search behaviour. Two models that depict the associations between Web search interactions, user characteristics and users' cognitive styles were developed. These models provide a greater understanding of Web search behaviour from the user perspective, particularly how users' cognitive styles influence their Web search behaviour.
The significance of this research is twofold: it will provide insights for information science researchers, information system designers, academics, educators, trainers and librarians who want to better understand how users with different cognitive styles perform information searching on the Web; at the same time, it will provide assistance and support to the users. The major outcomes of this study are 1) a comprehensive analysis of how users search the Web; 2) extensive discussion on the implications of the models developed in this study for future work; and 3) a theoretical framework to bridge high-level search models and cognitive models.
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De, Stefano Jack. "The effects of interviewer-offered structure, cognitive style, and internal-external locus of control on selected interviewee variables /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72824.
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Chinien, Christian Alex. "Formative evaluation subject selection : FD/I cognitive style /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944213671.
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Reinhartz-Berger, Iris, Kathrin Figl, and Øystein Haugen. "Investigating styles in variability modeling: Hierarchical vs. constrained styles." Elsevier, 2017. http://dx.doi.org/10.1016/j.infsof.2017.01.012.
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Context: A common way to represent product lines is with variability modeling. Yet, there are different ways to extract and organize relevant characteristics of variability. Comprehensibility of these models and the ease of creating models are important for the efficiency of any variability management approach.
Objective: The goal of this paper is to investigate the comprehensibility of two common styles to organize variability into models - hierarchical and constrained - where the dependencies between choices are specified either through the hierarchy of the model or as cross-cutting constraints, respectively.
Method: We conducted a controlled experiment with a sample of 90 participants who were students with prior training in modeling. Each participant was provided with two variability models specified in Common Variability Language (CVL) and was asked to answer questions requiring interpretation of provided models. The models included 9 to 20 nodes and 8 to 19 edges and used the main variability elements. After answering the questions, the participants were asked to create a model based on a textual description.
Results: The results indicate that the hierarchical modeling style was easier to comprehend from a subjective point of view, but there was also a significant interaction effect with the degree of dependency in the models, that influenced objective comprehension. With respect to model creation, we found that the use of a constrained modeling style resulted in higher correctness of variability models.
Conclusions: Prior exposure to modeling style and the degree of dependency among elements in the model determine what modeling style a participant chose when creating the model from natural language descriptions. Participants tended to choose a hierarchical style for modeling situations with high dependency and a constrained style for situations with low dependency. Furthermore, the degree of dependency also influences the comprehension of the variability model.
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Qutub, Jolin Adeeb. "A cross-cultural comparison of cognitive styles in Arab and American adult learners using eye-tracking to measure subtle differences." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3075.
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Thesis (Ph.D.)--George Mason University, 2008.Vita: p. 125. Thesis director: Frederick J. Brigham. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 118-124). Also issued in print.
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Meyer, Georg. "Internet user preferences in relation to cognitive and affective styles." [Ames, Iowa : Iowa State University], 2008.
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Mast, Cynda Overton. "The Effects of Cognitive Styles on Summarization of Expository Text." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332362/.
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The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively.
Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year.
The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing.
Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.
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Zakrevska, Anna, and Анна Ігорівна Закревська. "Cognitive Styles as the Main Resource of Pilot Professional Activity." Thesis, National Aviation University, 2021. https://er.nau.edu.ua/handle/NAU/52263.
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Aircraft piloting is one of the types of human activity, which is the ability of the pilot to smoothly and accurately control the aircraft within the established operational limitations of flight parameters, ensuring the successful completion of the flight task. Such activities require the implementation of a number of mental processes of high, strength and intensity in a shortage of time due to the rapid change of flight situations.
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Tsai, Ray Jui-Ming. "An Investigation on the Impact of Task Characteristics and Cognitive Style on Cognitive Process in a Decision-Making Environment." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332775/.
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The purpose of this study is to investigate the relationship between task-related attributes and the elicited cognitive processes of a human decision maker. Previous findings on the feasibility of using cognitive style as a guideline for information systems research and design were inconclusive. It is vital to design a system that meets users decision behavior, but the inherent hazards of information systems design based exclusively on user cognitive styles is suspect. This study provides a basis for understanding the potential variation of cognitive processes across different task environments.
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Dobosh, Melissa Ann. "The impact of cognitive complexity and self-monitoring on leadership emergence." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.75Mb , 85 p, 2005. http://wwwlib.umi.com/dissertations/fullcit/1428189.
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Combs, Daniel Paul. "PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4494.
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Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are the components of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Educational Research, Technology, and Leadership
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Lisowski, Jaqueline Jean. "Cognitive differences between high- and low-stress teachers." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26868.
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The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Wigley, Stephen Christopher. "An investigation into the relationship between cognitive styles and personality variables." Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392633.
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Schepman, Karen Helena Allegonda. "Cognitive styles in depressed children with or without comorbid conduct disorder." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425354.
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Duff, Angus. "The application of cognitive learning styles with specific reference to accounting." Thesis, University of the West of Scotland, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398316.
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Forrest, M.-A. "Adaptive interfaces : Cognitive styles and personality characteristics as determinants of support." Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233296.
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Göthman, Sara. "Lärstilsmodeller : en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70717.
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Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter. Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra. I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen. Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.
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Plate, Andre J. "Cognitive Vulnerability as a Predictor of Acute Symptom Reduction, Dropout, and Relapse in Cognitive Therapy for Depression." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1589702195283335.
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Schuepfer, Kurt J. "Social Exclusion and Processing Styles." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1421163221.
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Bergey, Jean-Luc. "Élaborations textuelles, genres discursifs et apprentissages linguistiques médiés par les Learning Management Systems (plateformes de formation)." Thesis, Bordeaux 3, 2016. http://www.theses.fr/2016BOR30020/document.
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Notre thèse s’inscrit dans le courant théorique de la linguistique cognitive et énonciative ; elle s’appuiera également pour sa partie pratique et de développement sur le e-learning et les TIC. Ce projet cherchera à conjuguer ces deux aspects dans le domaine de la didactique des langues, en particulier pour la conception d’outils pour les apprentissages linguistiques. Cette étude visera d’une part à analyser les différentes formes de l’activité langagière au travers de la description et de l’analyse de ce que l’on nomme « genres discursifs » ; d’autre part, elle cherchera à mettre au jour, grâce à l’élaboration d’outils logiciels spécifiques d’apprentissage linguistique, des styles d’apprentissage liés à des profils cognitifs d’apprenants. L’identification de ces styles d’apprentissage (ou profils cognitifs), doit permettre une définition de stratégie d’apprentissage conduisant à un processus d’autonomisation de l’apprenant en tant que sujet cognitif – acteur de son apprentissage. En toile de fond, nous recourrons à une conception néo-vygotskienne des apprentissages et notamment à l’un des concepts qu’elle nous fournit : la collaboration. Dans ce but, l’utilisation d’une plate-forme d’apprentissage, désignée en anglais par Learning Management System et des outils logiciels dédiés divers qui lui sont associés (glossaire, carte conceptuelles/heuristiques, logiciels collaboratifs) doit permettre une expérimentation de séquences de micro-activités langagières ayant pour but la construction d’une compétence linguistique globale par l’apprenant (qui est un positionnement de l’étudiant, acteur institutionnel). En outre, le recours aux genres discursifs, en inscrivant cette thèse dans une analyse de type fonctionnel comme le Task Based Learning (Rod Ellis) permettra une évaluation théorique du CECRL (Cadre Européen Commun de Référence pour les Langues), référentiel en vigueur dans la didactique des langues étrangères ou secondesMy thesis is positioned within the theoretical framework of cognitive and speaker-oriented linguistics; it also relies on e-learning and ICT in the sections on applications and development. This project endeavours to combine these two aspects in the field of language teaching, especially with a view to developing tools for language learning. This study firstly aims at analysing the different forms of language activity through the description and analysis of what is called "discursive genres" and, secondly, it seeks to bring to light styles in the ways of learning which are associated with learners’ cognitive profiles through the development of specific software tools for language learning.The identification of these learning styles (or cognitive profiles) should enable us to define learning strategies – processes that make learners more autonomous as cognitive subjects – in other words, they become the agent of their own learning. The backdrop for my analysis is a neo-vygotskian conception of learning and in particular one of the concepts it provides us with: collaboration.For this purpose, the use of a learning platform, known in English as 'Learning Management System' and of various dedicated software tools associated with it (glossary, mind mapping, collaborative software) gives me the possibility to experiment sequences of language micro-activities aimed at building a comprehensive language competence by the learner (which is a positioning of the student as an institutional actor). In addition, as the use of discourse types grounds this thesis in a functional type analysis such as 'Task Based Learning' (Rod Ellis), it will allow a theoretical evaluation of CEFRL (Common European Framework of Reference for Languages), which is the current reference in the didactics of foreign or second language teaching
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Chase, Melissa W. "The Relationship of Mind Styles, Consumer Decision-Making Styles, and Shopping Habits of Beginning College Students." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27824.
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The foundation for this study is based on prior research (Sproles & Sproles, 1990) that determined that learning styles are significantly related to consumer decision-making styles. Decision making involves a process of cognitive learning. Since the study was published, other studies have investigated these consumer decision-making styles. However, no additional studies have further investigated the relationship between learning styles and consumer decision-making styles for college students, especially first-year, first semester college students.
Numerous studies have documented that students enter college as consumers but may lack basic knowledge and skills to make consumer decisions and avoid potential debt. The focus of the current study was to determine whether a relationship exists between beginning college studentsâ self-reported mind styles, consumer decision-making styles, and shopping habits. To investigate this relationship, a purposive sample was targeted consisting of first-year, first semester college students.
Three instruments were administered: the Gregorc Style Delineator, the Consumer Styles Inventory, and a Demographic Survey. A Chi-Square Test of Independence showed that there is a significant relationship between gender and self-reported shopping habits. Females tend to self-report purchases of clothing more frequently than males. Males tend to self-report purchases of food away from home and gas/auto expenses more frequently than females. No significant relationship was found between studentsâ perception of family income and self-reported shopping habits, suggesting that these students purchase consumer goods frequently regardless of their perceived family income.
A Chi-Square Test of Independence also revealed a significant relationship between gender and self-reported, dominant, Gregorc mind styles. Females were more likely than males to self-report their dominant mind styles as Abstract Random. Males were more likely than females to self-report their dominant mind style as Concrete Random.
Although the current studyâ s results did not support multiple consumer decision-making styles from previous studies using the Consumer Styles Inventory, an exploratory factor analysis revealed one, overall consumer decision-making style, Recreational/Hedonistic. A Mann-Whitney Rank Sum Test showed that there is a significant relationship between gender and the Recreational/Hedonistic consumer decision-making style. Females tend to be more recreational shoppers than males.
A summary, discussion of the results, and recommendations for further research, practice, policy, and families are proposed.Ph. D.
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Siu, Oi-ling. "Cognitive preference style and student achievement in the physical sciences /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12354557.
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Ogato, Beyene G. "An experimental investigation of the relationships between perceptual modality preferences of middle school students and their academic achievement." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134452/.
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Bussan, Beth Larey Morris Jeanne B. "An identification and analysis of field-dependent and field-independent cognitive styles of selected kindergarten children." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203023.
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Thesis (Ed. D.)--Illinois State University, 1991.Title from title page screen, viewed December 5, 2005. Dissertation Committee: Jeanne B. Morris (chair), John H. Crotts, Dennis L. Gainey, John T. Goeldi, Ronald S. Halinski. Includes bibliographical references (leaves 83-99) and abstract. Also available in print.
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Xie, Qiuzhi, and 謝秋芝. "Intellectual styles : their malleability, their associations, and their relationships to ability and personality traits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196018.
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“Intellectual style”, a term that encompasses all the existing style concepts, refers to one’s preferred ways of processing information and approaching tasks. The present research has three purposes. First, it investigates the associations among styles in the three traditions: cognition-centered, personality-centered, and activity-centered traditions. Second, it looks into the relationships between intellectual styles and ability as well as between intellectual styles and personality traits. Third, it explores the changeability of intellectual styles. Field-dependence/independence (FDI), psychological types, and learning approaches were respectively selected as the representatives of cognition-centered, personality-centered, and activity-centered styles.
This research includes three studies. The first one is a pilot study that investigates the reliability and validity of the instruments used in this research. It also preliminarily investigates the relationships among intellectual styles, abilities, and personality traits. Two hundred and ninety-eight students in a Chinese university participated in this study. Five instruments were used. The modified Chinese version of Group Embedded Test examined FDI. The Myers-Briggs Type Indicator measured psychological types. The revised Two Factor Version of Study Process Questionnaire tested learning approaches. The Sternberg Triarchic Ability Test examined abilities. The NEO Five-Factor Inventory-3 measured personality traits.
Study Two is a longitudinal investigation. It explores (1) the associations among FDI, psychological types, and learning approaches; (2) the relationships between the three style constructs, ability, and personality traits; (3) the changeability of intellectual styles; and (4) the effects of students’ background factors on intellectual styles, ability, personality, and the changes on styles. Five hundred and ten students in a Chinese university (the same as the one involved in the pilot study) participated in the pre-test, and 430 of these students participated in the post-test. The interval time was one academic year. Raven’s Advanced Progressive Matrices replaced Sternberg’s Triarchic Ability Test that showed poor internal consistency reliability in the pilot study. The other instruments were the same as those used in the pilot study.
Study Three explores why students sustain or change their intellectual styles. Twenty-six students who participated in Study Two were selected for this study. The researcher conducted focus group discussions.
The findings show that FDI, psychological types, and learning approaches did not share statistically significant common variance, indicating that styles in the three approaches represent different style constructs. FDI was most closely associated with ability, whereas psychological types and learning approaches were strongly associated with personality traits. This suggests that styles in the three traditions are related to ability and personality traits to different extents: cognition-centered styles are most closely related to ability, whereas personality-centered styles are highly related to personality traits. Activity-centered styles are more strongly related to personality traits than to ability. Learning approaches and FDI are comparatively changeable, whereas psychological types are comparatively stable. The qualitative findings indicate that students tend to maintain their styles out of habit or to show their consistent selfidentity/principle. However, styles can be changed because of dynamic environments and situational demands. Theoretical and practical implications are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Wilson, Sharon M. "Unusual Patterns of Thought as Related to Significant Past Relationships, Attachment, and Ego Defense Styles." W&M ScholarWorks, 2001. https://scholarworks.wm.edu/etd/1539626336.
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Yecan, Esra. "Learning Strategies Of Students With Different Cognitive Styles In A Hypermedia Environment." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605894/index.pdf.
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The use of hypermedia for educational purposes gained a great deal of importance for educators. There are many opportunities provided to learners by these environments such as independence from time and place, availability and accessability of the course material, non-linear interaction that provides the learner to regulate his/ her own learning and so on.
Although many advantages of hypermedia environment are suggested in the literature, there are also many studies concerning with learning in hypermedia environment concluding that many learners face with problems on these settings.
This qualitative study aimed to investigate the affects of three important factors in terms of learning with hypermedia revealed by the literaturecognitive styles, computer competency levels, and domain knowledge levels of the students. To the purpose of the study, participants from a web-enhanced course were selected considering these factors, and interviews and observations were conducted to reveal their learning strategies. Results indicated some differences among the different cognitive style groups of students in terms of their preferred learning strategies. Computer competency levels of the students were also found to be quite important in terms of their patterns to use the hypermedia program. Students&rsquo
prior knowledge levels were also important in this study, since different needs and expectations were revealed related to the domain knowledge levels of the participants. Furthermore, a deep understanding about the behaviors, experiences, feelings, and expectations of the students in an instructional hypermedia environment related to suggested different characteristics were gained at the end of the study.
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Saad, Ibrahim Mohamed Omar. "The role of organisational culture on cognitive learning styles in Libyan universities." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/26610/.
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The main aim of the study is to explore the potential role of organisational culture on learning styles in Libyan Universities. In so doing the research has embarked on a search for a suitable literature relating to both the learning styles and organisational culture. The study has learnt that cognitive learning styles should be treated as the process of mental activities, learning and problem solving and being independent of subject content; and are perceptual, intellectual, personality and social domains; and tend to remain unchanged over a long period of time. Nevertheless, as reported, recently, in the area of neuropsychology the assumption of fixed personality has been relaxed, so that individual’s personality would be changed over time and under different environments or situations. This has led the research to focus, inter alia, more profoundly on two main constructs: personal learning environment (PLE) and personal learning styles pedagogy (PLSP). The relevant methodology has been found to be a mixed approach based on a survey, consisting of a structured questionnaire and semi-structured interviews. In order to satisfy the statistical properties, the sample size for each and every university was set at 300 students, for which the response rates varied between 66% and 70%. On the whole, as argued earlier, the final sample for each university turned out to be sufficient for consistency and reliability of the inferred statistics. Interviews of teaching staff in each and every university were conducted in support of the findings from the student questionnaire. On the whole, the results appeared to be conclusive in terms of satisfying our initial aims and questions of the study. Following a series of statistical testing and analysis, primarily using Structural Equations Models, the findings suggest that the verbaliser-imager tends to be a more common style of learning amongst students in these universities. The findings from teaching staff interviews revealed universities lack of support through provision of resources and funds for any new and innovative teaching developments. It has appeared that the universities, on the whole, have miserably failed to promote any innovative teaching and have denied their students of quality teaching and learning styles. In short, the findings from the interviews suggest that the entire Higher Education system in Libya has under-performed for many years in the two most important aspects of education quality: innovative teaching and promotion of cognitive learning styles.
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Danili, Eleni. "A study of assessment formats and cognitive styles related to school chemistry." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/5501/.
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This study has two principal aims. It explores the relationships between the results of various formats of paper-and-pencil classroom assessments of Chemistry. It also investigates the performance of pupils in different formats of assessment in relation to their cognitive style, personal preferences, and intellectual development. The study was conducted mainly in Greece with the participation of first year upper secondary public school pupils (Lykeio, Grade 10, age 15-16) in two stages. The convergent/divergent characteristic correlated with pupils’ performance in assessment where language was an important factor. However, in algorithmic type of questions or in questions where there is more use of symbols and less use of words, the convergent/divergent characteristic did not relate to pupils’ performance. The short answer or open ended questions favour divergent pupils more than objective questions because in short answer questions pupils need to articulate their thoughts, and divergent pupils were the ones more able to do it. In objective testing, if a question needs reading skill in order to elaborate and interpret a text given, then again the convergent/divergent style is a very important factor for success. It seems that, in relation to the convergent/divergent characteristic, the chemistry content is a factor affecting the type of questions being asked. Field independent pupils surpassed field dependent pupils in all the tests, and in almost all the formats of assessment. It seems that the field dependent/independent characteristic is a very important factor for pupils in order to perform well in almost all types of assessments, irrespective of the content of the question. The short answer questions favour more field independent pupils than the objective questions in some of the chemistry tests. It is a matter of concern that performance in a chemistry test is so strongly related to these particular psychological parameters, control over which is outside the individual pupil. This raises an important ethical issue about assessment. Are we testing chemical knowledge and understanding or cognition?
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Clark, J. M. A. "The relationship between teachers' perceptions of pupils' intelligence and pupils' cognitive styles." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1445420/.
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Central to this study was the research question of whether teachers' perceptions of pupils' intelligence are significantly influenced by pupils' cognitive styles. Furthermore, it was considered whether teachers view pupils who leam in a verbal manner to be more intelligent than pupils who learn in a visual manner, and whether such beliefs subsequently have implications for pupils' learning outcomes. The constructs of cognitive style and intelligence were identified as core elements in the examination of these research questions. These areas were explored through the literature within the context of research into teacher perceptions. A model to propose how interaction effects between these factors might affect pupil outcomes was developed and this provided a rationale for the study. A pilot study provided an opportunity to explore the protocols for the main study using a small cohort of pupils. The methodology for the main study was then modified according to the recommendations made within the pilot. The hypotheses were tested using a fixed design approach involving Year 6 pupils from five midshire primary schools (n=114). Subjects were individually assessed for cognitive style and this information was compared to teachers' rankings of pupils' intelligence, teachers' ratings of pupils' cognitive styles and independent measures of predictive intelligence and attainments. The results of the study indicated that teachers were not able to identify pupils' cognitive styles within the classroom through daily contact however, a significant relationship was discovered between teachers' perceptions of cognitive style and their perceptions of pupil intelligence. An iterative model was subsequently developed to explain this association. The strengths and weaknesses of the study were examined and recommendations for future research subsequently discussed. The findings elicited by the study indicate this to be an area of research that has both good face validity and one that warrants further investigation through psychological research.
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Mayer, Bradley Wayne. "Cognitive Complexity in Group Performance and Satisfaction." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278567/.
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In this study, a comparison was made between the various levels of group cognitive complexity and its relationship to task performance and task satisfaction. The goal of this research is to answer the general question, "Should decision-making groups consist of individuals who are similar in the way they differentiate and/or integrate various stimuli in order to increase performance and satisfaction?"
The preceding research problem was analyzed in a laboratory setting using a 2 X 2 factorial design blocked on the variable, cognitive complexity. The Repertory Grid was used to measure the cognitive complexity of 228 student subjects. These subjects were stratified into groups of three based on their cognitive complexity score on the Repertory Grid (Kelly, 1955). Each group was treated randomly with one of two levels of task complexity (complex or not complex). Moreover, the groups received an imposedgroup structure that incorporated centralized or decentralized decision-making.
Results indicated that groups consisting of cognitively complex members outperformed groups consisting of noncomplex members. No support was obtained for the two-way interaction between group cognitive complexity and either task complexity or group structure. Support was obtained for the interaction between task complexity and group structure on both task satisfaction measures. The highest satisfaction levels occurred with a complex task in a decentralized structure. In addition, the three-way interaction effect on the task satisfaction scale between group structure, task complexity, and group cognitive complexity was significant. The means, however, were not in the predicted direction. For cognitively simple groups, a complex task with a decentralized structure lead to the highest task satisfaction level; whereas, a less complex task with a decentralized group structure lead to the lowest task satisfaction score for noncomplex members. There were no significant differences for cognitively complex groups when analyzing the three-way interaction between group cognitive complexity, task complexity, and group structure.
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Cline, Patricia L. "The effects of modifying teaching methods to accommodate student learning styles." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999clinep.pdf.
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Vitális, Emese Éva. "Mental imagery, learning styles, and text comprehension : studies in educational and cognitive psychology /." [ Nijmegen ] : [ Quickprint ], 2004. http://catalogue.bnf.fr/ark:/12148/cb40223804j.
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Ryu, Youngtae. "An Experimental Investigation on the Effects of Learning Style and Presentation Methods on Knowledge Acquisition in a University Classroom Environment." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279216/.
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The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.
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Skinner, Geraldine, and n/a. "Cognitive style and social needs of academically gifted children." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061108.162013.
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Most departmental policy statements on the education of gifted
and talented students recommend their retention, where
possible, in mainstream classes in neighbourhood schools. The
educational experience in such classes, of 14 students identified as
academically gifted by their teachers, was investigated using a
case study approach. Their cognitive style was studied by
reference to information processing strategies as revealed in
WISC-R subtest scores. Interpersonal and communication skills
were investigated through classroom observation and structured
interviews. The theories of deviance and authority were applied
in interpreting this data.
Results indicated relationships between students' cognitive style
and teachers' identification methods, and between students'
cognitive style and their school satisfaction. Sex differences in
teacher response and student interaction were also noted.
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蕭愛玲 and Oi-ling Siu. "Cognitive preference style and student achievement in the physical sciences." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B3120837X.
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Kafetsios, Konstantinos. "Attachment styles in adult personal relationships : affective and cognitive processes of interpersonal interaction." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289053.
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