Relevant bibliographies by topics / Educational Cognitive Styles

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Educational Cognitive Styles'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Educational Cognitive Styles"

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Galiakberova, Alfinur Azatovna, and Elmira Khatimovna Galyamova. "Cognitive Styles in Solving Educational Tasks." Journal of History Culture and Art Research 8, no. 4 (December 28, 2019): 371. http://dx.doi.org/10.7596/taksad.v8i4.2385.

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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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Saracho, Olivia N. "Cognitive Styles in Early Childhood Education." Journal of Research in Childhood Education 3, no. 1 (June 30, 1988): 24–34. http://dx.doi.org/10.1080/02568548809594784.

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Miller, Alan. "Cognitive Styles: an integrated model." Educational Psychology 7, no. 4 (January 1987): 251–68. http://dx.doi.org/10.1080/0144341870070401.

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Lu, Chin-hsieh, and Hoi K. Suen. "Assessment Approaches and Cognitive Styles." Journal of Educational Measurement 32, no. 1 (March 1995): 1–17. http://dx.doi.org/10.1111/j.1745-3984.1995.tb00453.x.

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Garima Saini and Shabnam. "An Inquisition of Different Cognitive and Behavioral Dimensions on Mental Self Government (MSG) in different career personalities." Restaurant Business 118, no. 11 (November 23, 2019): 372–80. http://dx.doi.org/10.26643/rb.v118i11.10702.

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Understanding styles in deep, it is fair to say that style possesses affective, psychological, physiological, cognitive and sociological facets. Individual differences exhibit individuals to possess different expression, complex behavior and reactions to the environmental stimulus. Styles being the ability of an individual in the performance of the individual, attracted many educational psychologists and scholars. Thinking styles are the stylistic abilities and can be mutated as they contain the fragmented socialization and ascendancy of environment in which individual lives in. Different individuals react to stimulus in different ways according to their stylistic ability of approaching to a stimulus. This study is an attempt to study different cognitive and behavioral correlates that are metacognition, cognitive styles, cognitive rigidity, leadership behavior and coping strategies.
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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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Saracho, Olivia N. "Cognitive styles and classroom factors." Early Child Development and Care 47, no. 1 (January 1989): 149–57. http://dx.doi.org/10.1080/0300443890470108.

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Dr. V. Vasudevan, U. Narayanasamy,. "A STUDY ON COGNITIVE STYLE AMONG HIGH SCHOOL TEACHERS WORKING IN TRIBAL SCHOOLS." Psychology and Education Journal 58, no. 2 (February 1, 2021): 3932–37. http://dx.doi.org/10.17762/pae.v58i2.2658.

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The present study has been conducted to find out the patterns of cognitive styles among high school teachers working in tribal schools. The sample for the investigation was drawn from the high school teachers to working in tribal schools located in thiruppathur district, Tamilnadu state by using simple random sampling technique. It comprises 120 high school teachers. Cognitive Style Inventory (CSI) developed by Praveen Kumar Jha in this Standardized tool was used in the present study. The study revealed that there is a significant difference in the patterns of cognitive styles among high school teachers working in tribal schools with respect to their gender. The study also revealed that there is no significant difference in the patterns of cognitive style among school teachers working in tribal schools with respect to their locality and academic streams.
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Riding, Richard, and Indra Cheema. "Cognitive Styles—an overview and integration." Educational Psychology 11, no. 3-4 (January 1991): 193–215. http://dx.doi.org/10.1080/0144341910110301.

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Dissertations / Theses on the topic "Educational Cognitive Styles"

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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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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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Slemmer, Duane Lee. "The effect of learning styles on student achievement in various hypertext, hypermedia, and technology-enhanced learning environments : a meta-analysis /." ProQuest subscription required:, 2002. http://proquest.umi.com/pqdweb?did=766043671&sid=16&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.

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The implementation of learning styles models in the classroom remains a heavily debated topic in education. Notable problems with utilization of learning styles in the classroom include a lack of empirical research support and potential maladaptive effects on student learning and motivation. The primary research questions focused on the presence and quantity of learning styles discussion in the text, which definitions, models, and recommendations were presented, and which of the cited references were based on empirical data. The answers to these questions were compared between educational psychology and introduction to education textbooks. A content analysis of introduction to education (n = 10) and educational psychology (n = 10) textbooks was conducted. Eighty percent of the textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach and the other half as an individual process or style. One-fourth of the textbooks recommended matching instructional methods to learning styles. One comparison of text types, the number of empirical references cited in the text, was statistically significant. Given that most textbooks do not recommend matching instructional methods to learning styles, future research should examine the source of teachers’ beliefs that student learning is improved with the matching of learning styles to teaching approach.
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Johanek, Cynthia L. "Cross-cultural learning styles studies and composition : re- examining definitions, generalizations, and applications of past field dependence-independence research." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864905.

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In recent years, the media have publicized the social problem of physical child abuse. This study examined three artifacts of physical abuse: the children's book Robin's Story, the popular song "Luka," and the television documentary Scared Silent: Exposing and Ending Child Abuse. Chapter One described each artifact and provided a literature review which detailed the writings about physical child abuse and artifacts discussing this topic. The chapter then posed research questions about how the artifacts viewed abused children and their abusers, the causes of abuse, and the solutions proposed for ending physical abuse.Chapter One finally discussed the narrative framework of rhetorical analysis used to examine the three artifacts. The narrative method used in this analysis employed three steps: 1) An examination of narrative structure, which discussed the plot of the story, the crucial points of the story and the events which supplemented those points, and the steps of breach, crisis, redress, and reintegration in the narrative; 2) An examination of narrative rationality, which talked about the completeness and true to life quality of the story and evaluated the reasons the rhetors gave for following the course of action endorsed by the story; and 3) An examination of narrative standards, including truth standard or how the narrative compares with what the audience believes is true; aesthetic standard or the grammar, setting, and characterization within the story, and ethical standard or the values expressed within the narrative. Chapter Two applied this framework to the children's book Robin's Story. Chapter Three viewed the popular song "Luka" through the narrative framework. Chapter Four discussed the documentary Scared Silent in terms of narrative analysis.Chapter Five then discussed the conclusions of the analysis for each artifact, artifacts discussing physical abuse, and for rhetoric. Some of the conclusions reached were that artifacts discussing physical child abuse should attempt to make their stories universal, that such artifacts need to distinguish between abuse and physical punishment, and that artifacts dealing with this problem must provide concrete courses of action to end physical abuse. This analysis concluded that, while narrative analysis provided the answers to the research questions, this framework needs to be made into a concrete method of rhetorical analysis to ensure that narratives are effectively evaluated. Narrative analysis was positive in this analysis, however, in that it supported the definitions of rhetoric as value, epistemology, motive, drama, meaning, and argument. This analysis found that, to end the problem of physical child abuse, rhetors must work with experts in this field and tailor artifacts from different perspectives to various audiences using different forms of media.
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Gould, Trenton E. "A correlational analysis of undergraduate athletic training students' and faculty educators' mind styles and preferences of teaching methods." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1057073459.

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Banner, Michael J. "Learning/cognitive styles and learning preferences of students and instructors as related to achievement in respiratory therapy educational programs." Gainesville, FL, 1989. http://www.archive.org/details/learningcognitiv00bann.

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Durocher, Elizabeth Antoinette. "Leadership orientations of school administrators : a survey of nationally recognized school leaders /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11895007.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Thurston Atkins. Includes bibliographical references (leaves 124-134).
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Ng, Lee-Luan. "The influence of cognitive styles on the interaction with a language instruction CD-ROM a case study of Malaysian ESL learners /." Online version, 2005. http://bibpurl.oclc.org/web/30836.

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Ng, Lee-Luan, and n/a. "The influence of cognitive styles on the interaction with a language instruction CD-ROM : a case study of Malaysian ESL learners." University of Otago. Department of English, 2005. http://adt.otago.ac.nz./public/adt-NZDU20061025.115945.

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Computer technology has been introduced into the field of language education for more than three decades. However, how individual learners interact with language learning multimedia programmes in different ways is not yet understood. A possible explanation is related to the learners� variables. The purpose of this study is to investigate the impact of cognitive style, one of these variables, on the language learning process. The participants of this study were a group of ESL university students from Malaysia, who interacted with a language instruction CD-ROM. This study focuses on investigating the interaction process from the students� perspective. Riding�s Cognitive Style Analysis, a computer software that measures individual�s cognitive style, was used to assist in identifying and categorizing students� cognitive style. Thirty students� cognitive style was measured before each student spent an average of three hours interacting with a language instruction CD-ROM. This study adopts the case study approach. The primary method of collecting data involved semi-structured interviews with students that focused on their experiences and preferences while interacting with language instruction CD-ROM. Factors that affected the interaction process were then examined to detect whether they were linked to the differences of students� cognitive orientation. The findings of this study reflect the mixed results that previous researchers have found regarding the effect of cognitive style on students� language learning experiences. Although responses toward the content, graphics and vocabulary items did partially reflect their cognitive orientation, cognitive style was not the only factor that influenced these students� behaviours or preferences as they interacted with the language instruction CD-ROM. The study found factors that were not linked to the students� cognitive styles, yet these also influenced the interaction process. These non-cognitive-style factors consisted of students� language learning motivation, social presence, and their conception of language learning and cultural influence, which resulted in teacher-centeredness. As a result of these findings, theoretical, research and pedagogical implications are discussed. Recommendations and limitations of the study are also presented.
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Books on the topic "Educational Cognitive Styles"

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Claxton, Charles S. Learning styles: Implications for improving educational practices. College Station, Tex: Association for the Study of Higher Education, 1987.

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Purohit, Tani Nibedita. Culture, cognitive style, and mathematics. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1997.

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Griggs, Shirley A. Learning styles counseling. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse, 1991.

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Thinking and acting like a cognitive school counselor. Thousand Oaks, Calif: Corwin Press, 2009.

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Learning vs. testing: Strategies that bridge the gap : a complete guidebook for teachers and parents. Tucson, AZ: Zephyr Press, 2000.

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Dias, Ester Luísa. Em busca do sucesso escolar: Uma perspectiva, um estudo, uma proposta. Lisboa: Livros Horizonte, 1989.

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Training cognition: Optimizing efficiency, durability, and generalizability. New York, NY: Psychology Press, 2012.

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1953-, Shucksmith Janet, ed. Learning strategies. London: Routledge & K. Paul, 1986.

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Teele, Sue. The multiple intelligences school: A place for all students to succeed. Redlands, CA (P.O. Box 7302, Redlands 92374): S. Teele, 1995.

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Witteman, Hendrikus Petrus Johannes. Styles of learning and regulation in an interactive learning group system: Proefschrift. [Amsterdam]: Nijgh & Van Ditmar, 1997.

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Book chapters on the topic "Educational Cognitive Styles"

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Sweta, Soni. "Learning Style with Cognitive Approach." In Modern Approach to Educational Data Mining and Its Applications, 39–49. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4681-9_4.

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Graf, S., and Kinshuk. "Learner Modelling Through Analyzing Cognitive Skills and Learning Styles." In Handbook on Information Technologies for Education and Training, 179–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-74155-8_10.

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Curry, Lynn. "Individual Differences in Cognitive Style, Learning Style and Instructional Preference in Medical Education." In International Handbook of Research in Medical Education, 263–76. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0462-6_10.

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Isaak-Ploegman, Cindy Marie, and Chris Chinien. "The Implications of Cognitive Style to Adult Distance Education." In International Handbook of Education for the Changing World of Work, 2679–95. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_176.

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Chiesi, Francesca, and Caterina Primi. "The Interplay Among Knowledge, Cognitive Abilities and Thinking Styles in Probabilistic Reasoning: A Test of a Model." In Advances in Mathematics Education, 195–214. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7155-0_11.

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Tsai, Meng-Chun, and Hao-Chiang-Koong Lin. "A Study on the Behavioral Patterns Formed by Subjects with Different Cognitive Styles in Playing Augmented Reality Interaction Games." In Emerging Technologies for Education, 372–81. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71084-6_42.

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Jin, Zheng. "Influence of Emotions and Cognitive Styles on the Decision-Making of Administrative Staff in Higher Education Institutions." In Advances in Intelligent Systems and Computing, 695–700. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27711-5_92.

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"Using Cognitive Measurement Models in the Assessment of Cognitive Styles." In The Role of Constructs in Psychological and Educational Measurement, 144–64. Routledge, 2001. http://dx.doi.org/10.4324/9781410607454-14.

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Felicia, Patrick, and Ian Pitt. "Profiling Users in Educational Games." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 131–56. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch009.

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For a long time, users’ emotions and behaviours have been considered to obstruct rather than to help the cognitive process. Educational systems have based their learning strategies almost solely at a cognitive level and the internal state of the learner has often been ignored. Even if it is now recognized that learners’ personalities and learning styles influence greatly their cognitive process (e.g. Multiple intelligences), very few systems have managed to profile users and adapt the educational content accordingly. Part of the reason for this is the difficulty to measure learning styles reliably and to establish a valid model that accounts for most of the major factors contributing to learning. Furthermore, since the introduction of formal education, it can be argued that learning has lost its playful and emotional aspect, whereby information was transmitted through story telling and play. On the other hand, video games have become a very popular medium among our digital natives. They provide a rich sensory and emotional environment in which they can experience a state of flow and are willing to stay for extended period of time. Despite of initial preconceptions on the negative effect of video games on young adults, it is now admitted that video games implicitly include many instructional design strategies (collaboration, exploration, Socratic dialogues, zone of proximal development, etc.) that could be harnessed to make formal education an experience that is more interactive and rewarding. One of the key features of video games is the ability to provide a content that matches players’ emotional needs (e.g. recognition, social bounding, self-esteem, etc.) and that provides a wide range of interaction. The authors believe that this potential can be harnessed to create an educational content that matches users’ learning styles and motivations. They propose the PLEASE model (Personality Learning styles, Emotions, Autonomy, Systematic Approach and Evaluation). This model addresses some of educational games design issues (e.g. choice of instructional strategy, type of feedback required, etc.); it categorizes and profiles users’ learning styles in the light of educational and personality theories and defines a set of practical strategies for educational games designers in order to match students’ learning styles and provide a user-centred content that is both motivating and educational. The authors explain how the Big-5 can be a more reliable alternative to measure learning styles, how emotions and personalities can be accounted in the cognitive process (e.g. information retrieval, memory retention, etc.) and also describe experiments they carried out in Cork to assess the effect of user-centred approaches in educational game design. Results are analysed and contrasted with current practices to show that unless personalities are accounted for in educational games, the educational outcomes could be different or even opposite to the one expected.
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Minovic, Miroslav, Miloš Milovanovic, Ivana Kovacevic, Jelena Minovic, and Dušan Starcevic. "Motivational and Cognitive Aspects of Applying Educational Games as a Learning Tool." In Handbook of Research on Serious Games as Educational, Business and Research Tools, 892–917. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0149-9.ch046.

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In this chapter, the authors present a study conducted among university students with the purpose of acquiring empirical evidence to support the claim that game design can be used as an effective form of learning. The authors measured the effects of different learning approaches with the respect of individual differences in cognitive styles. Use of game designing opens the ability of better understanding the subject matter. Learning motivation is another relevant factor of learning performance. Since the authors were uncertain if this way of conveying educational process really has a positive impact on learning effect, they decided to observe the effect of different learning contexts both on exam results as the measure of learning outcome and subjectively reported level of motivation. Initial results provide a good argument for use of game design as a student learning tool. In addition, the authors report some influence of cognitive style on effectiveness of using game design.
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Conference papers on the topic "Educational Cognitive Styles"

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Mohamed, Hasnah, Zaidatun Tasir, and Baharuddin Aris. "Effect of Educational Software on Students' Achievement Based on Cognitive Styles." In 2014 International Conference on Teaching and Learning in Computing and Engineering (LaTiCE). IEEE, 2014. http://dx.doi.org/10.1109/latice.2014.66.

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Zhelezniakova, Elena. "Challenges and Prospects of Studying Cognitive Styles and Strategies of Bilingual Children." In Proceedings of the International Conference on European Multilingualism: Shaping Sustainable Educational and Social Environment (EMSSESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/emssese-19.2019.21.

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Yusupov, M. G. "Features of self-regulation of students’ mental states: operational aspect." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.756.766.

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The instability of modern social conditions, informational and emotional richness of learning contribute to the emergence of negative states of fear, uncertainty, aggression, and provokes psychosomatic disorders of students. In order to satisfy the requirements of society, it is necessary to have a high level of development of the ability to control oneself, allowing self-regulation of the mental state within certain social frameworks. In everyday life, students use sets of techniques developed in individual experience that allow them to cope with negative conditions, enter the educational rhythm or relieve stress. Therefore, it is relevant to study spontaneously developing methods and techniques for self-regulation of states that help prevent the negative dynamics of the current state and provide an acceptable level of adaptation. In this regard, the article aims at studying ordinary ways of self-regulation of negative states of students and their relationship with the productivity of cognitive processes and individual cognitive styles. According to the results of the study, we found that typical negative states of students are fatigue, laziness, frustration. The most frequent methods of their regulation are communication, music, walking, sleeping. The relationship between the productive, stylistic characteristics of cognitive processes and the choice of self-regulation methods is shown. Thus, respondents with a high level of imagination and heuristic cognitive style choose a method of communication. Differences in the methods of self-regulation and experienced states in boys and girls were revealed. The results can be of interest to teachers and practical psychologists in education.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley, and Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Austin, Ann Berghout, and Jose Abdelnour-Nocera. "Cognitive Styles in HCI Education and Practice." In 27th International BCS Human Computer Interaction Conference (HCI 2013). BCS Learning & Development, 2013. http://dx.doi.org/10.14236/ewic/hci2013.53.

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Kim, Alla. "Cognitive Style And Ei Training By Computer Program “Emotrain”." In 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.63.

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

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Akhtamyanova, I. I. "Cognitive-Style Determination Of Thinking." In Humanistic Practice in Education in a Postmodern Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.12.

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Oliver, Dave, and Tony Dobele. "First Year Courses in IT: A Bloom Rating." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3098.

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This paper explores the cognitive difficulty of assessment tasks in six first year computing courses within an Information Technology (IT) degree. Bloom’s taxonomy is used as an analytical framework. A Bloom rating is calculated for each of the courses involved in the study and the results are presented and analysed. A wide variation in the cognitive level and style of assessment is revealed. These results are also compared to those from an earlier study and a reduction in the cognitive level of first year programming courses in this study is detected.
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Fajriah, Noor, Akbar Sutawidjaja, and Tatag Siswono. "Geometrical Visualization and Studentsr Cognitive Style." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.59.

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