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> </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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Perveen, Shagufta, Gul Jabeen, and Ibrahim Khan. "The Interactional Effect of Rumination and Negative Cognitive Styles to Predict Depression." Spring 2023 3, no. 2 (April 8, 2023): 93–99. http://dx.doi.org/10.54183/jssr.v3i2.161.
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Research on depressogenic cognition has already documented negative cognitive styles and rumination with reference to depressive symptoms. The present study intended to explore the gender differences and interaction effect of rumination and negative cognitive style in predicting depression. The major hypotheses tested were (1) the interaction of negative cognitive styles and SRR predicts depression and (2) gender base differences would exist with reference to RRS and NCS. Study results revealed that both the study variable were significant predictors of depression. Similarly, the interaction effect NCS x RRS significantly predicted depression in a positive direction. Exploring the gender differences, it was found that females experienced more depressed feelings accompanied by a higher magnitude of ruminative response and negative cognitive style.
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Honn, Darla D., and Joseph C. Ugrin. "The Effects of Cognitive Misfit on Students' Accounting Task Performance." Issues in Accounting Education 27, no. 4 (July 1, 2012): 979–98. http://dx.doi.org/10.2308/iace-50258.
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ABSTRACT Accounting educators have long been interested in the effects of cognitive style on student performance. Research suggests that students' cognitive styles can moderate their success across a variety of assessment methods (i.e., multiple-choice versus written reports versus case study) (Au 1997) and instructional methodologies (Ott et al. 1990). Not clear, however, is the impact of cognitive style on a student's accounting task performance. Several studies have examined the relationship between accounting students' cognitive styles and their performance on accounting tasks, but the results have been mixed (Jones and Davidson 2007; Togo 1993; Arunachalam et al. 1997; Swanson et al. 2005). Using Chan's (1996) theory of cognitive misfit, this study proposes that diminished performance will occur when there is incongruence between a student's cognitive style and the cognitive demands of an accounting task. The Felder-Solomon Index of Learning Styles was used to classify students' cognitive styles as global or sequential. In an experiment involving 138 students, the effects of cognitive misfit negatively impacted performance on a managerial accounting task, and the effect was most pronounced for students with global styles. The current study improves our understanding of cognitive factors that impact students' accounting task performance.
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Fitriani, Fitriani. "PROFIL KEMAMPUAN KOGNITIF SISWA DALAM MENYELESAIKAN SOAL IDENTITAS TRIGONOMETRI KELAS X-1 SMA NEGERI 1 JAYAPURA BERDASARKAN GAYA BELAJAR." Media Pendidikan Matematika 5, no. 2 (December 30, 2017): 160. http://dx.doi.org/10.33394/mpm.v5i2.1725.
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This study aims to determine the profile of cognitive abilities of high school students in solving trigonometric identity problems based on learning styles. The level of cognitive ability in this research is to remember, understand, apply, analyze, evaluate, and create, while learning style used is visual learning style, auditorial learning style, and kinesthetic learning style. Based on the purpose of this type of research is descriptive research with kulaitatif approach. Subjects in this study were X-1 students of SMA Negeri 1 Jayapura which amounted to 3 people. Subjects taken were one subject with visual learning style, one subject with auditorial learning style, and one subject with kinesthetic learning style, the selection of this subject using purposive sampling technique. The data were collected by using questionnaire of learning style, written test, and interview. Based on the results of research subjects with visual learning styles have the ability to cognitive remember, understand, apply, analyze, evaluate and create. Subjects with auditorial learning style have cognitive abilities to apply and evaluate. subjects with kinesthetic learning styles have a cognitive ability to understand, apply, and evaluate. Learning styles are not the only factors that influence the different cognitive abilities of each subject. Teachers, individual abilities, and the state of the learning environment also influence the differences in cognitive abilities in each subject. The ability of teachers to create diverse learning strategies can develop students' cognitive abilities even when teachers teach in the classroom with students who have different learning styles.
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Dudnikova, Tat'yana A. "Cognitive styles and coping behavior." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 3 (2019): 112–17. http://dx.doi.org/10.34216/2073-1426-2019-25-3-112-117.
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Features of association of traditional cognitive styles with 18 coping strategies are considered in this article. 3 factors on cognitive styles and 3 factors on coping strategies were allocated. Repeated factorisation was carried out for communication existence confirmation. 3 factors with the following interrelations were revealed – field independent, with narrow range equivalence, flexible, reflective, with abstract conceptualisation and tolerant of unrealistic experience – such people seldom use unproductive coping behaviour styles; field dependent, with narrow range equivalence, rigid, reflective, with concrete conceptualisation and intolerant of unrealistic experience; such people are inclined to equal extent of use of both productive and unproductive coping behaviour styles; social coping behaviour styles are used to a lesser extent; people with a wide range of equivalence, rigid, impulsive and intolerant ones use more social coping behaviourstyles, resorting to productive style just occasionally.
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Fadlillah, M., and Ratna Pangastuti. "Parenting Style to Support The Cognitive Development of Early Childhood." Jurnal Iqra' : Kajian Ilmu Pendidikan 7, no. 1 (June 9, 2022): 156–63. http://dx.doi.org/10.25217/ji.v7i1.1614.
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Parents are responsible for the parenting of their children. The parenting style has a very big effect on child development. However, not all types of parenting styles can improve child cognitive competence. This is due to parents’ limited understanding of parenting styles. This study aims to reveal and analyze the role of parenting styles to support the cognitive development of early childhood. This research uses a qualitative method with a library study approach. Data obtained through the study and analysis of literature related to parenting, such as scientific articles and books. The result of literature reviews show that parenting styles play a very important role in the cognitive development of early childhood. The most appropriate and dominant parenting style in optimizing the cognitive competence of early childhood is the authoritative style. This style has the highest demand and response, and it prioritizes warmth, encouragement, and care about early childhood.The authoritative style is believed to be suitable for the need and characteristics of early childhood cognitive development.
Keywords: Parenting Style, Cognitive Development, Early Childhood
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Busyairi, Ahmad, Ahmad Harjono, and Muhammad Zuhdi. "Analisis Didaktis untuk Meningkatkan Hasil Belajar Calon Guru Fisika Ditinjau dari Gaya Kognitif dan Gaya Belajar." Kappa Journal 5, no. 2 (December 30, 2021): 174–82. http://dx.doi.org/10.29408/kpj.v5i2.4455.
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This study aims to analyze the learning outcomes of prospective physics teachers in terms of cognitive and learning styles. The sample consisted of 47 prospective physics teachers at the University of Mataram. The instruments used consisted of the Group Embedded Figures Test (GEFT), the VAK learning style questionnaire, and the learning outcomes test instrument. The research data were then categorized and analyzed using descriptive statistics to see a picture of student learning outcomes in terms of their learning styles and cognitive styles. Based on the results of data analysis, it can be seen that there are differences in learning outcomes between students who have a field independence (FI) cognitive style and students who have a field dependence (FD) cognitive style. Students who have FI cognitive style tend to get better scores when compared to FD. When viewed from the learning style, it can be seen that the number of students who have visual learning styles is 46.80%, audio is 8.51%, and kinesthetic is 44.68%. Students who have a kinesthetic learning style tend to get better scores when compared to students who have a visual and audio learning style. By paying attention to the characteristics and percentage of students who have FI and FD cognitive styles and students who have visual, audio, and kinesthetic learning styles, one alternative learning that can be used to improve student learning outcomes is cooperative or experimental-based collaborative learning model.
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Fletcher, Kathryn, Gordon Parker, and Vijaya Manicavasagar. "The role of psychological factors in bipolar disorder: prospective relationships between cognitive style, coping style and symptom expression." Acta Neuropsychiatrica 26, no. 2 (August 21, 2013): 81–95. http://dx.doi.org/10.1017/neu.2013.41.
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ObjectivePsychological factors contribute to bipolar disorder illness course, representing targets for psychological intervention. Research to date has focused on bipolar I disorder, extrapolating results to bipolar II disorder. The current study addresses this discrepancy by exploring cognitive and coping styles in patients diagnosed with bipolar I or II disorder.MethodsParticipants were recruited from the Sydney-based Black Dog Institute. Diagnoses were derived via the MINI International Neuropsychiatric Interview. Baseline cognitive and coping style measures were completed, and mood symptoms assessed over a 6-month period. Clinician-rated mood status was assessed at follow-up to determine the predictive utility of cognitive and coping styles.ResultsThe follow-up sample comprised 151 participants. Differential relationships between cognitive style, coping styles and mood symptoms emerged across the bipolar sub-types. Some key differences were that a broader set of negative cognitive styles were associated with bipolar II depression symptoms; while few relationships were observed between coping styles and bipolar II symptoms.ConclusionDifferences in cognitive and coping style relationships with symptom expression across bipolar I and II disorder may provide clinicians with fruitful guides for directing treatment interventions when relevant maladaptive styles are observed. Further exploration of differences in cognitive and coping styles in bipolar I and II disorder is warranted.
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Saima Yasmeen, Iram Batool, and Ruqia Safdar Bajwa. "Learning Styles and Employee Creative Behavior; An Exploration Through Cognitive Styles." Journal of Business and Social Review in Emerging Economies 6, no. 1 (March 31, 2020): 43–54. http://dx.doi.org/10.26710/jbsee.v6i1.1024.
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Cognitive styles are the thinking patterns that greatly influence our day to day activities. People may adopt specific learning styles to the way they want to act. Creativity is an important aspect and a great requirement of now a day’s organization because competition is so enhanced that it is an important aspectto be a part of market. So there is a need to explore what types of learning styles and cognitive styles will help the employees to be creative. The key variables of this study were Cognitive styles (CS), Learning styles (LS) and Employee Creativity (EC). The main purpose was to study cognitive styles as a moderator in relationship of learning styles and employee creativity; and to explore these variables further. Descriptive research design was used and data was collected from 450 employees in different sectors(public and private) through convenient sampling from banks, insurance and telecommunication sectors of Multan. Participants responded to cognitive style inventory (CS; Ancona, Kochan, Scully, Van Maanen, and Westney, 1997), Learning Style Questionnaire (LS; O Brein 1985), and Employee Creativity Questionnaire (EC; Tierney et al. in 1999)in order to study the target variables. Descriptive statistics and reliability of scales was calculated. One way ANOVA, t-test was calculated by using SPSS. To check moderation, Partial least square structural Equation modeling (smart PLS) were used. Cognitive styles had significant moderating effect on learning styles and employee creativity. Limitations and suggestions are discussed.
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Haidu, Felicia Aurica. "THE RELATION BETWEEN STUDENTS ANXIETY AND COGNITIVE STYLES." International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 5, no. 1 (November 24, 2021): 106–14. http://dx.doi.org/10.26520/mcdsare.2021.5.106-114.
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The key to academic success is not only good quality teaching but also a individualized teaching and individualized approaching to the student’s cognitive styles of learning and anxiety. The present paper tries to answer the question if the teachers and school counsellors may help improve students’ learning by helping them to manage their behaviour and attitudes more effectively. Precisely, it postulates that as long as teachers may adapt their communication styles and teachings to the cognitive styles of their student’s better results and more efficient learning they will get from them. It first presents a short literature review of anxiety and of cognitive styles of learning the relation, followed by the relation between anxiety and the cognitive styles and it finally postulates the main methodological approaches that any teachers should adopt to make his teaching more effective having in mind the relation between the two variables. Finally, implications for teaching are discussed, as are suggestions for the future researches.
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Sutrisno, Sutrisno, Dwi Rahayuningsih, and Heni Purwati. "The Impact of Cognitive Style-based Learning Models on Students' Problem-Solving Abilities." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 2 (December 31, 2020): 297–306. http://dx.doi.org/10.24042/tadris.v5i2.5873.
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Every student must possess problem-solving abilities. Solving students' problems is varied; several factors influence the difference between cognitive styles and learning models. This study aimed to determine differences in problem-solving abilities based on students' cognitive styles in the Concept Attention (CA) and Group Investigation (GI) learning model. This study was a quantitative study with the tenth-grade students of SMA Negeri 16 Semarang as the 2018/2019 academic year population. The sample was selected using cluster random sampling. The research data had been collected through documentation and tests and then were analyzed using nonparametric tests, specifically the Hildebrand test, since the data were not normally distributed. The results showed that students with Field Independent (FI) cognitive style's problem-solving ability were better than students with Field Dependent (FD) cognitive style, either in general, CA, or GI learning models. The CA learning model produced better problem-solving abilities than the GI learning model, both in general and in terms of the type of students’ cognitive style.
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Suharto, Suharto. "The Ability to Understand Concepts: Cognitive Style, Cognitive Structure, Learning Styles and Learning Motivation." PENDIPA Journal of Science Education 5, no. 1 (December 25, 2020): 15–22. http://dx.doi.org/10.33369/pendipa.5.1.15-22.
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Mathematics is a compulsory subject in vocational high schools throughout Indonesia. The ability to understand concepts is a competency that must be possessed in mathematics learning. The purpose of this study was to examine the variables that affect the ability to understand mathematical concepts. The variables are cognitive style, cognitive structure, learning style and learning motivation. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all vocational high school students in Bengkulu City. The research instrument consisted of five instruments, namely a test of the ability to understand mathematical concepts, and four questionnaires of cognitive style, cognitive structure, learning styles and learning motivation questionnaire. The research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study are the variables of cognitive style, cognitive structure, learning style, and learning motivation have a positive direct effect on the ability to understand mathematical concepts. From this study it can be concluded that the ability to understand mathematical concepts through cognitive styles, cognitive structures, learning styles, and student learning motivation is in a good category.
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Pugueva, Asya O., and Gennadiy N. Manaenko. "Cognitive Style as the Basis for Algorithmization of Verbal-Cognitive Activity in Academic Discourse." Current Issues in Philology and Pedagogical Linguistics, no. 3 (September 25, 2023): 91–101. http://dx.doi.org/10.29025/2079-6021-2023-3-91-101.
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The article specifies and analyzes the basic characteristics of the cognitive style in generative and interpretive activities of participants within the framework of academic discourse. The cognitive style itself can be defined as a dynamic “scheme of action” that facilitates the structuring of the communicative process. The algorithm for creating and translating the results of discursivization in scientific communication contains a flexible sequence of cognitive and verbal actions to solve problems determined by situational and contextual conditions. As a result of discourse, modus and conversational analysis, the authors determine the illocutionary readiness of producers for generation and verbalization, and recipients for apperception and interpretation of “anchor” concepts as cognitive style markers and elements of structuring cognitive and communicative activity. The empirical material was microcontexts from the collective monograph “Introduction to the Synergetics of Translation”, containing both markers of the generation of cognitive components and their translation and conventionalization. An analysis of cognitive styles that are combined in academic discourse into a synergistic unity, a cognitive strategy, revealed the dominance of the right-handed characteristics of the Myers-Briggs type indicator: analyticism, field independence, focusing flexibility, reflectivity, and detailing. Compliance with the identified criteria involves the use of soft patterns as components of dynamic “schemes of action”, which leads to the flexibility of algorithms and modification of the sequence of acts of cognition and verbalization. The authors conclude that the potential acceptability of the cognitive styles of various participants in academic communication and the adaptive possibilities of style characteristics make it possible to create a cognitive strategy as a general direction of generative- and interpretative activity. The apperceptive type of cognitive activity, the “anchoring” of individual concepts in the space of scientific reception, the possibility of delayed harmonization of cognitive styles in the “downtime” situation are the conditions for identifying correspondences of the academic discourse macroproposition in the text.
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Barrio Minton, Casey, and Jane Myers. "Cognitive Style and Theoretical Orientation: Factors Affecting Intervention Style Interest and Use." Journal of Mental Health Counseling 30, no. 4 (October 1, 2008): 330–44. http://dx.doi.org/10.17744/mehc.30.4.5626315033866460.
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Developmental Counseling and Therapy (DCT), an integrative model for assessing client cognitive-emotional style and selecting interventions, has been presented as a meta-theory for increasing intentionality in mental health treatment planning. To examine the usefulness of DCT for training and practice, student and professional counselors (N = 203) completed the Preferred Helping Styles Inventory, the Theoretical Orientation Profile Scale-Revised, and the Intervention Strategies Questionnaire. Intervention styles were related to both cognitive styles and theoretical orientations; intervention style use was predicted by cognitive style and intervention style interests. Implications for mental health counselor training and practice are discussed.
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Chen, Can. "A Study on the Relationship Between Reflective-impulsive Cognitive Styles and Oral Proficiency of EFL Learners." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 836–41. http://dx.doi.org/10.17507/tpls.1107.10.
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With the focus of language teaching from teachers to students, the personal factors of language learners have become the focus of research. In 1964, Kagan and his colleagues proposed a reflective-impulsive cognitive style(R-I), a pair of opposing cognitive style that can be measured by Matching Familiar Figures Test (MFFT). Kagan believes that in dealing with cognitive tasks, holding a slow but accurate style is a reflective cognitive style, and holding a fast but inaccurate style is impulsive cognitive style. What’s more, different cognitive styles of learners affect language learning. For English learners, oral English is connected with the output of language, and students' oral ability is an important part of pragmatic competence. The researcher uses MFFT20, combined with observation, interview, oral test to evaluate the oral performance and ability of 80 high school students in a middle school in Chongqing. By analyzing the correlation between the reflective-impulsive cognitive styles and oral English ability, the following results are obtained. First, reflective cognitive style and impulsive cognitive style account for the same proportion of students. And reflective-impulsive cognitive style affects the oral ability of English learners. Second, students with different cognitive styles have great differences in oral performance. Third, generally speaking, English learners with reflective cognitive style perform better in oral accuracy than English students with impulsive cognitive style, while English learners with impulsive cognitive style perform better in oral fluency than students with reflective style.
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Putri Tambunan, Anastasya Bella, Dwi Priyo Utomo, and Rizal Dian Azmi. "Junior High School Students' Conceptual Understanding of Prerequisite Material in Solving SPLDV Questions in View of Students' Cognitive Style." Mathematics Education Journal 7, no. 2 (August 31, 2023): 264–79. http://dx.doi.org/10.22219/mej.v7i2.25860.
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Understanding of students' mathematical concepts plays a very important role as a factor to support learning activities. In studying a concept students must understand previous mathematical material as a prerequisite material. Students' conceptual understanding of a material can be influenced by several factors, one of them is the cognitive style factor that has different for each student. Different cognitive styles can be seen from the field independent and field dependent cognitive styles. The importance of understanding students' mathematical concepts of a material that is influenced by students' cognitive styles, it is necessary to analyze students' understanding of mathematical concepts. This qualitative research aims to determine students' conceptual understanding of the prerequisite material and its relationship with students' cognitive styles, and the ways students use in solving existing problems. The results in this study showed there was a significant relationship between the cognitive style of each student and the understanding of mathematical concepts towards the prerequisite material. This is because the field independent cognitive style has a good level of conceptual understanding while the field dependent cognitive style has a low level of conceptual understanding, because they have different levels of conceptual understanding so each student has their own way to solve existing problems.
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Widarma, Febe. "Cognitive Learning Styles Used by Male and Female Students in Grade 10 of Natural Science of “X” School in Surabaya." K@ta Kita 7, no. 1 (February 28, 2019): 64–70. http://dx.doi.org/10.9744/katakita.7.1.64-70.
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This study identifed male and female’s cognitive learning styles and found out the differences and similarities the cognitive learning styles between male and female students in grade 10 of “X”school in Surabaya. There were twenty six students in Natural Science class (X-IPA1). The main theory for this study is from Ehrman (1996) about Cognitive Learning Styles. The method was mixed-methods. The researcher distributed questionnaires adapted from Ehrman and Leaver (2002b) ind interview to the students in order to know their cognitive learning styles. The findings showed that male students were concrete and female students were analog learners. Additionally, the finding also showed that the male and female students had five similarities and five differences. English teachers will be easier to conduct classroom activites based on the findings of male and female students’ cognitive learning styles. Key words: Cognitive learning styles, learning style, gender
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Prayekti. "The Influence of Cognitive Learning Style and Learning Independence on the Students’ Learning Outcomes." Higher Education Studies 8, no. 2 (April 6, 2018): 37. http://dx.doi.org/10.5539/hes.v8n2p37.
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Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis employed a two-way ANOVA statistical analysis with the following findings. First, the significance value of the students’ cognitive learning styles variable equals to 0,000 < α =5%, so it was concluded that the students’ cognitive learning styles strongly influenced their learning outcomes in Thermodynamic Science course manifested in the form of either dependent or independent cognitive styles. Second, the students’ learning independence variable turned out to be not having any significant relationship with the students’ learning outcomes in Thermodynamic. The learning independence variable had no significant influence on the students’ learning outcomes with the level of significance of dependent cognitive style 0.007 < α =5%, so it was concluded that the dependent cognitive learning style influenced the learning outcomes, and the learning independence as well as cognitive learning styles, especially the dependent type, altogether influenced the students’ learning outcomes in Thermodynamic. The learning independence variable significantly had no influence on the learning outcomes, with 0.007 < α =5% meaning that the dependent cognitive learning style strongly influenced the learning outcomes.
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Winalda, Egatri, and Ristiono Ristiono. "The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning." Thinking Skills and Creativity Journal 5, no. 1 (January 2, 2022): 12–16. http://dx.doi.org/10.23887/tscj.v5i1.37933.
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The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.
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Pavlovskaya, V. A. "FEATURES OF COGNITIVE STYLES IN THE CHESS GAME." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 3 (2020): 115–26. http://dx.doi.org/10.37279/2413-1709-2020-6-3-115-126.
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The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.
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Panferov, Vladimir, Anastasia Miklyaeva, Svetlana Bezgodova, and Artem Ivanov. "Strategies for Online Information Search by University Students: the Relationship between Educational Use of the Internet and Cognitive Styles." SHS Web of Conferences 70 (2019): 01013. http://dx.doi.org/10.1051/shsconf/20197001013.
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The paper presents the results of experimental study of students’ information searching strategies on the Internet. The study was aimed to analyze the relationship between university students’ strategies of information Internet search for educational tasks and style characteristics of their cognitive activities (styles of information coding, styles of information processing and styles of cognitive regulation). The study was based on the Level model of cognitive-style characteristics (Kholodnaya, 2002). Main methods of study were experimental modelling of educational situations and testing for assessment of students’ styles of information coding, information processing and cognitive regulation. The results of experimental study allowed to identify two strategies of educational online searching (“direct online searching” and “improving online searching”) and their relationship with students’ cognitive characteristics and academic achievements: students’ strategies of educational online search are determined primarily by the characteristics of cognitive regulation. The results did not reveal a direct link between strategies educational online search and academic achievement.
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Putri, Qhory Amalia, and Novaliyosi Novaliyosi. "ANALISIS KEMAMPUAN LITERASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL AKM DITINJAU DARI GAYA KOGNITIF REFLEKTIF IMPLUSIF." JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) 10, no. 1 (March 27, 2024): 104–11. http://dx.doi.org/10.29100/jp2m.v10i1.5458.
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The study aims to determine and describe students' mathematical literacy skills in solving AKM problems in terms of reflective and implusive cognitive styles. The subjects in this study were grade XI students at SMA Negeri 2 Pandeglang who had reflective and implusive cognitive styles. The method used is qualitative research with a descriptive approach. The selection of research subjects was carried out by purposive sampling technique based on using the cognitive style test instrument Matching Familiar Figure Test (MFFT). After that, a test was carried out to collect mathematical literacy skills by completing AKM questions and interviews. Analysis of mathematical literacy ability tests refers to three indicators of mathematical literacy, namely reasoning/argument, communication, and application/representation. Based on data analysis and discussion, it can be concluded that: (1) Students with refractive cognitive styles have medium category mamthematic literacy skills. (2) Students with implusive cognitive styles have low category mathematical literacy skills. The results showed that the mathematical literacy of students with reflective cognitive style was in the medium category with a percentage of 61.54%, while the mathematical literacy of students with cognitive implusive style was in the low category with a percentage of 57.14%.
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Schiano, Diane J., and Hou-Can Zhang. "Cognitive Styles: Illusory Phenomena." Perceptual and Motor Skills 60, no. 1 (February 1985): 201–2. http://dx.doi.org/10.2466/pms.1985.60.1.201.
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The relationship between cognitive style and illusion magnitude was examined using the assimilation and contrast Delboeuf distortions. As in previous research, field dependence correlated positively with assimilation; however, a significant negative correlation with contrast was also found, suggesting that, while field dependence may involve the illusory integration of the stimulus field, field independence may involve its equally illusory differentiation.
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Ford, Nigel, Frances Wood, and Christina Walsh. "COGNITIVE STYLES AND SEARCHING." Online and CD-Rom Review 18, no. 2 (February 1994): 79–86. http://dx.doi.org/10.1108/eb024480.
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Chadwick, Sandra S., and J. Allen Watson. "Computers and Cognitive Styles." Academic Therapy 22, no. 2 (November 1986): 125–32. http://dx.doi.org/10.1177/105345128602200202.
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Volkova, Elena V., and Vladimir M. Rusalov. "Cognitive styles and personality." Personality and Individual Differences 99 (September 2016): 266–71. http://dx.doi.org/10.1016/j.paid.2016.04.097.
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Yilmaz, Onurcan. "Cognitive styles and religion." Current Opinion in Psychology 40 (August 2021): 150–54. http://dx.doi.org/10.1016/j.copsyc.2020.09.014.
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Kim, Yung Che. "Cognitive Styles and Creativity." Journal of Thinking Development 18, no. 3 (December 31, 2022): 1–36. http://dx.doi.org/10.51636/jotd.2022.12.18.3.1.
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Tang, Jenn. "The exploration study of cognitive styles for Taiwan University graduates’ job hunting in Mainland China." Chinese Management Studies 11, no. 1 (April 3, 2017): 163–79. http://dx.doi.org/10.1108/cms-12-2016-0257.
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Purpose In the context of an economic downturn and three transitions of political power, Taiwan’s Kuomintang (KMT) kick-started the cross-strait mutual trust mechanism, encouraging university graduates to find employment in mainland China’s job market (in both mainland China and Hong Kong). Academia and industry are both paying great attention to this issue. There is still a paucity of discussions about cognitive style with regard to working in mainland China (Macau) Design/methodology/approach This study is based on the Q methodology using a sample of Taiwanese university graduates to explore how behavioral factors relate to cognitive style. Findings This paper defines four cognitive styles based on differences in focus and motivation: lifestyles of health and sustainability (LOHAS), word-of-mouth (WOM), learning/practice match and local market disappointment. Originality/value An association is drawn between cognition theory and psychology’s classification of cognitive style. In the context of the four cognitive styles, this paper explores the practical implications of employment and provides recommendations for those intending to work abroad.
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Borland, James H. "Cognitive Controls, Cognitive Styles, and Divergent Production in Gifted Preadolescents." Journal for the Education of the Gifted 11, no. 4 (July 1988): 57–82. http://dx.doi.org/10.1177/016235328801100407.
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The concept of cognitive style is discussed as a means of shedding light on the nature of giftedness and explaining differences in performance among individuals equally high in measured intellectual ability. Particular attention is given to the cognitive-style theory derived from ego psychology that focuses on what is known as the “cognitive control,” a cognitive structure that mediates the expression of drives in light of conditions that obtain in the external world. A study is described in which six cognitive controls were isolated through factor analysis in a sample of 59 intermediate-grade gifted children. Three cognitive styles, each representing a cluster of cognitive controls, were defined by cluster analysis. The cognitive style labeled “strict percept-strict concept” was associated with greater facility in divergent thinking on two of three dependent variables. The findings are interpreted as lending support to attempts to explain giftedness through the use of qualitative or style constructs.
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Atabek-Yigit, Elif. "Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics." Chemistry Education Research and Practice 19, no. 3 (2018): 746–54. http://dx.doi.org/10.1039/c8rp00018b.
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Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.
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Razumnikova, O. M. "THE ROLE OF COGNITIVE STYLE IN THE FORMATION OF PERSONALIZED TRAINING PROGRAMS." Educational Psychology in Polycultural Space 66, no. 2 (2024): 60–68. http://dx.doi.org/10.24888/2073-8439-2024-66-2-60-68.
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Cognitive style is one of the most multilevel constructs in psychology, as it combines different approaches to classifying individual characteristics of information processing, decision making and strategies of cognitive activity, including learning efficiency. The expanding possibilities of online learning, not only in the teacher-student format, but also in the brain-computer format, actualize the development of personalized interfaces taking into account the individual cognitive characteristics of users. In this regard, the article presents the results of an analysis of the relationships of cognitive style indicators at the metacognitive level using different approaches to their classification. The study involved 92 students of the Faculty of Humanitarian Education aged 18–23 years. To determine the indicators of extraversion - introversion, sensory – intuition, thinking – feeling and impulsiveness – rationality according to D. Keirsey's method and a profile of thinking styles according to the Harrison-Bramson approach, a computerized program was used with the presentation of the corresponding formulations of situations. Also, the contribution of the approach-avoidance motivation (BIS-BAS system) to the organization of the cognitive style profiles was assessed using the Gray-Wilson questionnaire. It has been shown that analytical and realistic cognitive styles represent the most differentiated ways of organizing style characteristics, and the rational function “thinking” is present in the regression models of these styles, but with a greater effect in the Analyst style. The BIS-BAS systems have been the additional influence on these cognitive styles. Consequently, differences in the information processing by representatives of analytical and realistic styles of thinking together with the motivational component of cognitive activity should be taken into account when developing interface of an educational program with feedback to optimize interaction in the brain-computer system.
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Mettke-Hofmann, Claudia. "Cognitive ecology: ecological factors, life-styles, and cognition." Wiley Interdisciplinary Reviews: Cognitive Science 5, no. 3 (April 1, 2014): 345–60. http://dx.doi.org/10.1002/wcs.1289.
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Avarzamani, Farnaz, and Majid Farahian. "Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation." International Journal of English Linguistics 7, no. 3 (February 9, 2017): 29. http://dx.doi.org/10.5539/ijel.v7n3p29.
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The present study aimed to compare successful with less successful English as a Foreign Language (EFL) learners regarding their cognitive styles and flexibility, together with the learners’ evaluation of their experience of doing an unfamiliar cognitive test. The sample consists of 60 adult EFL learners (30 successful and 30 less successful), both males and females symmetrically. The homogeneity of participants’ age of onset, socio-economic class, and motivation was also considered. The data was analyzed, using Chi-square and Gamma correlation. Overall, it was revealed that analytical, logical reasoning, reflective, and learning were the most prominent cognitive styles among successful learners. They also showed a considerable cognitive flexibility. On the other hand, less successful learners were inclined to the random style, along with a lower cognitive flexibility. With respect to gender groups, it turned out that females in the successful group were significantly inclined to the reflective and logical reasoning styles and less successful females adopted a random style. Finally, no significant result was found concerning the cognitive test evaluation. The findings of this study may contribute to a wider understanding of EFL success and failure from the viewpoint of cognitive preferences.
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Nurhaolida, Nurhaolida, Laila Hayati, Nourma Pramestie Wulandari, and Syahrul Azmi. "Analisis Tingkat Berpikir Siswa Berdasarkan Teori Van Hiele Materi Segi Empat dan Segitiga Ditinjau dari Gaya Kognitif." Jurnal Riset Pendidikan Matematika Jakarta 4, no. 1 (February 23, 2022): 34–45. http://dx.doi.org/10.21009/jrpmj.v4i1.23024.
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This study aims to describe students' thinking levels based on Van Hiele's theory on quadrilaterals and triangles material in terms of reflective and impulsive cognitive styles. The research method used is descriptive qualitative. The subjects in this study were students of class VIII H SMP Negeri 1 Wanasaba. The instruments used are cognitive style tests, geometry tests, and interviews. The results showed that the cognitive style of students in class VIII H of SMP Negeri 1 Wanasaba was generally dominated by students with reflective and impulsive cognitive styles, 71.9% greater than students with fast accurate and slow inaccurate cognitive styles, namely 28.1%. Students with reflective cognitive style are generally at the analysis level (level 1). Reflektive students are able to identify the shapes of quadrilaterals and triangles, are able to determine the names of a quadrilateral and triangular shapes, are able to determine the properties and similarities of the properties. Students with impulsive cognitive style are generally at the visualization level (level 0). Impulsive student at this level are able to identify rectangular and triangular and are able to determine the names of flat shapes correctly but not yet complete.
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Zubaidah R, Dona Fitriawan Sunarti, Halini, and Bistari. "ONLINE LEARNING SATISFACTION IN THE TIME OF COVID 19 AND THE EFFECT ON LEARNING OUTCOMES REVIEW FROM STUDENT’S COGNITIVE STYLE." JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan 8, no. 2 (January 4, 2023): 124–42. http://dx.doi.org/10.33222/jumlahku.v8i2.1919.
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The purpose of the study was to describe the state of student satisfaction in online learning during covid 19 in terms of tangible, reliability, responsiveness, assurance, and empathy dimensions and to examine the effect of satisfaction and cognitive style on student learning outcomes in participating in online learning during covid 19. The form of the research used mixed methods with commensurate status, namely using a qualitative descriptive approach and quantitative analysis. The research was conducted at FKIP Untan Pontianak, Mathematics Education Study Program. As the main independent variable is cognitive style and the second independent variable is learning satisfaction. The dependent variable is learning outcomes. The research sample is students who take the mathematics learning process assessment course for the 2021/2022 academic year. This study uses 3 instruments, namely the cognitive style scale, learning satisfaction questionnaire and learning outcomes test. Hypothesis testing is a two-way ANOVA test. The results showed (a) students who had a free cognitive style were as much as 43.47% and students who had a dependent cognitive style were 56.52%. (b) Satisfaction aspects, Tangibles, Reliability, Responsivenes, Assurance and Empathy are classified as high. Research conclusions: (1) The average percentage of very satisfactory and satisfactory satisfaction levels is greater than the average percentage of unsatisfactory and unsatisfactory levels of satisfaction for all dimensions of tangible, reliability, responsiveness, assurance, and empathy. (2) a. The learning outcomes of students who have a free cognitive style are higher than the learning outcomes of students who have a dependent cognitive style, (b) Cognitive style factors and satisfaction factors do not affect jointly on student learning outcomes, (c) Students who have a level of learning satisfaction high, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles, (d) students with low levels of learning satisfaction, learning outcomes with independent cognitive styles are higher than student learning outcomes with dependent cognitive styles.
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Santosa, Farah Heniati, Habib Ratu Perwira Negara, Indrawati, Samsul Bahri, and Samsuriadi. "Komparasi Kemampuan Penalaran matematis mahasiswa ditinjau dari Gaya Kognitif." Jurnal Pemikiran dan Penelitian Pendidikan Matematika (JP3M) 2, no. 2 (January 20, 2020): 142–53. http://dx.doi.org/10.36765/jp3m.v2i2.68.
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This study aims to obtain a picture of the achievement of mathematical reasoning abilities of students who obtain PBL learning in terms of cognitive fields dependent and field independent. This research is a quasi-experiment involving 97 first semester students. Analysis of the study used one way ANAVA. The research instruments were cognitive style tests and mathematical reasoning abilities tests. The results of the study concluded that there are differences in students' mathematical reasoning abilities that have field dependent and field independent cognitive styles, that is, students with independent field cognitive styles have better mathematical reasoning abilities compared to students with field dependent cognitive styles.
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Muniri, Muniri, and Erika Yulistiyah. "Representasi Matematis Siswa dalam Menyelesaikan Masalah Sistem Persamaan Linear Ditinjau dari Gaya Kognitif Reflektif-Implusif." Plusminus: Jurnal Pendidikan Matematika 2, no. 2 (July 31, 2022): 201–10. http://dx.doi.org/10.31980/plusminus.v2i2.1810.
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The purpose of this study is to describe the mathematical representation of students with reflective cognitive style in solving linear equation system problems and to describe the mathematical representation of students with impulsive cognitive style in solving linear equation system problems. Researchers set four research subjects from the results of the reflective-impulsive cognitive style test consisting of two subjects with reflective cognitive style and two with impulsive cognitive style. The researcher conducted tests on the system of linear equations and interviewed the four subjects. The type of research used is a case study with a qualitative approach. Data analysis techniques are data reduction, presentation, and conclusions. The results showed that students with reflective cognitive styles could solve linear equation system problems using visual and symbolic representations, and students with reflective cognitive styles could use verbal representations but were still not precise. while students with impulsive cognitive style are able to solve linear equation system problems using verbal representations.
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Daud Mahande, Ridwan, and Nurul Mukhlisah Abdal. "A HyFlex learning measurement model based on students’ cognitive learning styles to create equitable learning." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1485–97. http://dx.doi.org/10.18844/wjet.v14i5.7777.
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This article reports on a study that aims to develop and empirically test a measurement model of several constructs of cognitive learning styles, HyFlex learning modalities, and equitable learning with the assumptions of the indicators that build them. A total of 451 students from state universities and private universities in South Sulawesi, Indonesia, with previous online study experience, participated in the online survey. To investigate the interaction between cognitive learning style constructs and equitable HyFlex learning modalities, each used a set of indicators/items developed from Kirton's adaptation-innovation theory constructs, Felder-Silverman Learning Style with three HyFlex learning modalities, and equity pedagogy. Analysis of the measurement model was conducted using Smart-PLS software. The results of the measurement model analysis reveal the indicators that build the constructs of cognitive learning styles, HyFlex learning, and equity meet validity and reliability. The results of this study present alternative instruments to explain HyFlex learning constructs and indicators based on cognitive learning styles to create equitable learning in higher education. Keywords: HyFlex learning, Kirton’s cognitive theory, Felder-Silverman learning styles, equity pedagogy
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Perlman, Mitchel D., and Alan S. Kaufman. "Relationships among Defensive Styles, Cognitive Styles, Processing Styles, and Attentional Styles of Normal Adolescents." Psychological Reports 67, no. 2 (October 1990): 563–78. http://dx.doi.org/10.2466/pr0.1990.67.2.563.
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PERLMAN, MITCHEL D. "RELATIONSHIPS AMONG DEFENSIVE STYLES, COGNITIVE STYLES, PROCESSING STYLES, AND ATTENTIONAL STYLES OF NORMAL ADOLESCENTS." Psychological Reports 67, no. 6 (1990): 563. http://dx.doi.org/10.2466/pr0.67.6.563-578.
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