Dissertations / Theses: '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.
Department of English

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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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Osterman, Mark D. "Exploring Relationships Between Thinking Style and Sex, Age, Academic Major, Occupation, and Levels of Arts Engagement Among Professionals Working in Museums." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2277.

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With evidence that arts engagement and nonlinear thinking style both utilize insight, intuition, and emotion in the decision making process, the literature has driven an investigation of the relationship between levels of arts engagement and thinking style preference. This nonexperimental correlational study (N = 101) explored (a) the prevalence of linear, nonlinear, or balanced linear/nonlinear thinking style of professionals working in museums. (b) Whether thinking style has a relationship with (i) age; (ii) sex; (iii) academic major; (iv) occupation; (v) levels of arts engagement. Two theoretical frameworks underpinned this study: (a) new literacies and (b) cognitive styles. A Web-based self-report survey instrument was used to investigate the relation among the variables of interest. Existing literature was used to provide a foundation for the study and guide the research. Correlational, means, and hierarchical regression analysis were used to test the hypothesized model and examine the hypotheses. The means analyses at the descriptive level revealed that females, those in the 60 or older age group, Humanities majors, and those who worked in education demonstrated more balanced linear/nonlinear thinking styles. The correlations results indicated that there was a statistically significant relationship between thinking style and sex and thinking styles and academic major. The hierarchical regression results suggested that after controlling for select demographic variables, only being a Humanities major uniquely predicted significant variance in thinking style. The lack of significant findings of a relationship between thinking style and age did not correspond to existing research that supports a correlation. Additionally, a significant relationship between thinking style and levels of arts engagement was not found during correlational and hierarchical regression analysis. A limitation of this research study was that the Web-based self-report survey version of the Linear/Nonlinear Thinking Style Profile (LNTSP) instrument did not transfer well to online use because the participants had some problem understanding how to score their answers properly. This issue could be handled readily and recommendations are made to revise the Web-base self-report version of the survey for future research use.

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Wolf, Christian Marc, and chris@adaptive-learning net. "Construction of an Adaptive E-learning Environment to Address Learning Styles and an Investigation of the Effect of Media Choice." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080625.093019.

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This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

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Alkan, Nese. "Cognitive Appraisals, Emotion, And Coping: A Structural Equation Analysis Of The Interactional Model Of Stress And Coping." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12604692/index.pdf.

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This study aimed to examine the role of secondary appraisal of the event, cognitive appraisal of the situation, emotions experienced and coping styles used after a real life stressful event that university students experienced. Five hundred and sixty students (271 females and 289 males) from Middle East Technical University voluntarily participated in the study. A pilot study which consisted of two stages, interviews and survey was conducted before the main study in order to test the appropriateness and applicability of the appraisal and emotion measures. Cognitive Appraisal of the Situation Scale (CASS), Emotions Checklist, Cognitive Appraisal of the Emotion Scale (CAES) and Coping Styles Scale (CSS) were used to assess cognitive appraisals, emotions and coping styles. Stress level, harm/loss and threat appraisals of the stressful events, cognitive appraisal of situation, emotions experienced by the individuals after the stressful event, cognitive appraisal of the emotions and coping strategies used by the participants were the variables used in the structural equation modeling (SEM). The results of the analysis revealed that, problem focused coping was predicted by positive emotions and cognitive iv appraisal of emotion. Emotion focused coping was predicted by negative emotions, stress level and secondary appraisal. The results also yielded that cognitive appraisal of emotion was a moderator variable between positive emotions and problem focused coping. Findings of the research were discussed in the framework of Cognitive Theory of Emotions and Interactional Model of Stress and Coping.

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Thompson, Lisa Anne. "Bloom's taxonomy goes high tech: A software review." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3017.

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The paper is a review and evaluation of software used for the purpose of its correlation to content standards, ease of classroom use, ability to keep the student on task, and student appeal. This project was to create a software review based on instructional standards and the principles of Bloom's taxonomy, which is a classification of levels of thinking.

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Stover, Mary Anne. "Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.

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The purpose of this project is to bring the subject of life sciences to second grade students through a diverse curriculum design. The theory of multiple intelligence and the principles of brain-based learning areused to incorporate elements that will reach each student on an individual basis.

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

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Chinien, Christian Alex. "Formative evaluation subject selection : FD/I cognitive style /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487324944213671.

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Smith, Shelley L. "The cognitive learning styles of international students." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3731.

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The purpose of this research was to examine the usefulness of David A. Kolb's Learning Styles Inventory (LSI) as a tool for categorization and analysis of systematic differences between American and International students. The research addressed five primary questions: 1. Are the learning styles of the International students tested different from those established by Kolb in previous studies of American students? 2. Do the learning styles of the International students tested differ among the various groups? 3. Are there differences among the groups of International students tested that can be related to gender? 4. Do the learning styles of the International students tested show any variation according to age? And if present, does that pattern differ in any way from patterns identified for American subjects tested? 5. Are the learning styles of the International students tested similar or dissimilar from the norms established by Kolb for American students in various fields of academic study?

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Combs, Daniel Paul. "PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4494.

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Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are the components of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Educational Research, Technology, and Leadership

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Strehler, Anne. "The relationship between cognitive load, cognitive style and multimedia learning." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10282008-120644/.

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Little, Thomas S. "The Relationship of Right Brain/Left Brain Hemispheric Dimensions of Cognitive Style Between Teachers and Principals in Northeast Tennessee." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2721.

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The Problem of this study was to determine if the cognitive style of elementary school principals affects the principal's evaluation of a teacher when there is a match or mismatch between the principal's and teacher's cognitive style. Using the Productivity Environmental Preference Survey, the dimensions of right brain/left brain hemispheric dimensions of cognitive style were measured for the sample population. The sample population included 40 elementary school principals and 120 elementary school teachers. The 120 teachers were made up of teachers selected by each of the 40 principals as the most effective teachers in the school. The statistical analysis of the data indicated there was not a significant correlation between the principal's right brain/left brain dimensions of cognitive style and the right brain/left brain dimensions of cognitive style of the teachers selected as the three most effective teachers in the school (r =.10, p =.281).

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Wilson, Edwin L. "A study of the cognitive styles and learning preferences of Fire Service officers." Thesis, University of Birmingham, 1999. http://etheses.bham.ac.uk//id/eprint/287/.

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This research examines the relationship between Cognitive Style and Learning Styles of senior officers in the Fire Service and their preferences for different training delivery methods. Data has been gathered from students attending courses at the Fire Service College, in particular those attending the Divisional Command Course (DCC), which is a personal and professional development course for officers aspiring to a senior role in the Fire Service. Three data gathering instruments were used in the research, the Cognitive Styles Analysis (CSA) (Riding, 1991), the Learning Styles Questionnaire (LSQ) (Honey & Mumford, 1982), and a questionnaire specifically designed to gather students’ preference ratings across a range of 14 training delivery methods. The research examines the psychological and educational derivations of models that underpin the CSA and LSQ instruments in order to help clarify the construct systems used to describe both cognitive and learning style; and to examine their relationships with other psychological constructs. Further exploration of the relationships between cognitive and learning styles attempts to answer the question as to whether they have similar attributes and also whether the instruments have any practical predictive utility in predicting suitable delivery methodologies for training. The data findings suggest that the officer students formed a homogeneous group with regard to cognitive style on the ‘wholist–analytic’ dimension, the tendency for bias towards the analytic end of the scale, but were evenly distributed on the ‘verbaliser–imager’ dimension. The sample exhibited a more normal distribution of type with regard to learning style (using the LSQ), although there was a tendency for them to be more ‘reflector’ orientated than a standardized group in the general population. The sample group showed preferences for certain delivery methods that encouraged interactive participation in the learning process but these did not appear to show any significant correlation with either cognitive style or learning style.

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Rainey, James R. "Comparative classroom practices in higher education based on learning style research." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1089.

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Flores, María Isabel Martín. "The Cognitive Ability and Learning Style of Students Enrolled in Home Economics Occupational Courses in San Juan and Bayamon, Puerto Rico /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1387447574.

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Danili, Eleni. "A study of assessment formats and cognitive styles related to school chemistry." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/5501/.

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This study has two principal aims. It explores the relationships between the results of various formats of paper-and-pencil classroom assessments of Chemistry. It also investigates the performance of pupils in different formats of assessment in relation to their cognitive style, personal preferences, and intellectual development. The study was conducted mainly in Greece with the participation of first year upper secondary public school pupils (Lykeio, Grade 10, age 15-16) in two stages. The convergent/divergent characteristic correlated with pupils’ performance in assessment where language was an important factor. However, in algorithmic type of questions or in questions where there is more use of symbols and less use of words, the convergent/divergent characteristic did not relate to pupils’ performance. The short answer or open ended questions favour divergent pupils more than objective questions because in short answer questions pupils need to articulate their thoughts, and divergent pupils were the ones more able to do it. In objective testing, if a question needs reading skill in order to elaborate and interpret a text given, then again the convergent/divergent style is a very important factor for success. It seems that, in relation to the convergent/divergent characteristic, the chemistry content is a factor affecting the type of questions being asked. Field independent pupils surpassed field dependent pupils in all the tests, and in almost all the formats of assessment. It seems that the field dependent/independent characteristic is a very important factor for pupils in order to perform well in almost all types of assessments, irrespective of the content of the question. The short answer questions favour more field independent pupils than the objective questions in some of the chemistry tests. It is a matter of concern that performance in a chemistry test is so strongly related to these particular psychological parameters, control over which is outside the individual pupil. This raises an important ethical issue about assessment. Are we testing chemical knowledge and understanding or cognition?

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Roberts, Andrew Simon. "Relationship between cognitive style and a student's performance in architectural design education." Thesis, Cardiff University, 2004. http://orca.cf.ac.uk/55549/.

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This research consists primarily of a longitudinal study into the relationship between the cognitive styles of three cohorts of architecture students and their performance in design project work. The research has adopted a subset of learning styles theory, that of 'cognitive styles', referring to inbuilt and relatively fixed personality factors that can lead to individual differences in thinking and learning. Specifically, it addresses the Wholist-Analytic and Verbaliser-Imager dimensions of cognitive style as defined by Riding and Cheema (1991). Cognitive styles were measured using Riding's Cognitive Styles Analysis (CSA) (Riding 1991). The students' performance was measured through their assessment grades at key points as they progressed from the first year of their university education to the third. The quantitative data collected during the longitudinal study has been supported by qualitative data derived from student interviews. The results were also related to the students' pre-entry qualifications as well as a measure of spatial ability. The findings suggest that there may be a link, particularly related to the Wholist-Analytic dimension as measured by Riding's Cognitive Styles Analysis. Students who are labelled as having Analytic cognitive styles tend to gain higher marks for design than other students in the early years of their education. Nevertheless by the time they reach the third year of their course, cognitive styles appear to demonstrate little effect on the students' performance. The findings also suggest that an alternative measure of this dimension, the Approaches to Studying Inventory may not be suitable for architecture students. The results also suggest that there is little difference in performance between students who are labelled Imagers and Verbalisers. Neither do the results suggest that spatial ability or entry qualifications form good predictors of final performance in architectural design education.

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Carter, Adrienne Lynne. "Learning to walk the talk: Cognitive models improve presentation skills." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3026.

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Taylor, Demetria M. "A study of administrator cognitive style and administrator teaching style preference as perceievd by administrators and teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/912.

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The purpose of this study, a correlational design using the Pearson Product- Moment Linear Correlation Coefficient, was to determine the existence of significant relationships between the following pairs of variables: (a) administrator cognitive style as related to administrator preference for teaching style, (b) administrator cognitive style and teacher perceptions of administrator cognitive style, (c) administrator preference for teaching style and teacher perception of administrator preferred teaching style. The study also investigated eight key descriptive variables to determine significant correlations to the administrator cognitive style and to administrator teaching style preference: (1) principal gender, (2) principal race, (3) teacher gender, (4) teacher race, (5) school level, (6) socioeconomic status of student population, (7) racial composition of the student population, and (8) achievement level of students. The study incorporated the generally accepted characteristics attributed to hemisphericity theory (right and left modal) and to the brain quadrants/cognitive styles (upper right, lower right, upper left, lower left) in the development of the twoformed Cognitive Type-Teaching Style Preference Delineator (CS-TSP). Based on the responses from thirty (30) principals' self-assessments and 258 teachers' perceptions of administrators, the study obtained the following results: (a) Five of nineteen null hypotheses were rejected. (b) There was no significant relationship between administrator cognitive style and administrator preference for teaching style. (c) There was a significant relationship in administrator teaching style preference and teacher perception of administrator preferred teaching style. (d) Administrator cognitive style and teaching style preferences were consistently lower right modal tendencies. (e) Teacher perception concurred with administrator perception of dominant right modal cognitive styles and teaching styles. (f) Administrator teaching style preference had a significant relationship to teacher perception of the administrator teaching style preference. (g) Administrator Cognitive Dominance was significantly related (inversed) to principal ethnicity. (h) Administrator cognitive style was significantly related (inversed) to teacher race. (i) Administrator teaching style preference was significantly related to the school level (elementary or secondary). (j) Administrator teaching style preference was significantly related (inversed) to the socioeconomic level of the student population.

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Robertson, Erika J. "The effects of learning styles on group development in an online learning environment /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.

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Kahapi, Ranju M. "Cognitive style and anxiety as related to the P300 component of the event related potential waveform in eleven and twelve year old males /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695622134.

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Diehl, Helen Leitch. "Learning style and brain hemisphere dominance : interrelationships and influences on organizational role selection." FIU Digital Commons, 1986. http://digitalcommons.fiu.edu/etd/2816.

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This study investigated relationships between learning style, as measured by the Kolb Learning-Style Inventory, and brain hemisphere dominance, as measured by the Herrmann Participant Survey. The possible influence of either or both of these factors on organizational role selection as a supervisor, subordinate or work project group member was also studied. Subjects were 134 graduate management students. Pearson product moment correlations at p <.01 (n = 125) were found between the following dimensions: Concrete Experience and right brain hemisphere dominance, r = .41; Concrete Experience and the Right Limbic, r = .42; Abstract Conceptualization and left brain hemisphere dominance, r = .23; Abstract Conceptualization and the Overall Cerebral, r = .49; Abstract Conceptualization and the Left Cerebral, r = .42. Although some results regarding organizational role selection based on learning style or brain hemisphere dominance were significant at p <.05 using chi square analysis, strong evidence was not found to support the concept that individuals would prefer working with others like themselves. There was some evidence, however, that the longevity of the acquaintance may influence students to select right brain hemisphere dominant students in some situations. The bipolarity of the factors measured by both instruments was assessed. Using a level of p <.01, Concrete Experience and Abstract Conceptualization were correlated at -.46 (n = 133), whereas Reflective Observation and Active Experiementation were correlated at -.52 (n = 133) on the Kolb instrument. On the Herrmann instrument, Overall Left and Overall Right measures were correlated at -.84 (n = 126), whereas Overall Cerebral and Overall Limbic measures correlated at -.73 (n = 126). Split-half correlations on the Kofb factors yielded reliabilities of .85 to .90 (n = 133) for the four factors measured. Test-retest correlations for the Herrmann ranged from .67 to .81 (n=30) for the subscales. Suggestions for future research using these instruments were made.

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Matyska, Robert J. "An investigation of the cognitive style preferences and consumer knowledge of classroom business educators /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737901.

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Starkey, Mark F. "Learning Style and Cognitive Ability of Oak Harbor High School Agricultural Education Students." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1393195384.

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Garner, Deborah C. "A study of the relationship between perceptual modality and academic achievement of third-grade students /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1147186301&sid=1&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Fratzke, Betty Jane. "A study of the relationship between preferred learning style and personality type among traditional age college students and adult learners." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558375.

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The purpose of the study was to examine the relationship between preferred learning styles and prevailing personality types among traditional age college students and adult learners. Participants in the study were enrolled in either the undergraduate program at Marion College or the Leadership Education for Adult Professionals (LEAP) program at Marion College. Kolb's learning style inventory and the Performax Personality Profile (DISC) were self-administered to 221 traditional students and 253 adult learners. Kolb's learning style inventory was used to identify each learner's preferred style of learning: converger, accommodator, diverger, or assimilator. The Performax personality profile was used to identify each learner's prevailing personality type: dominant,influencer, steadiness, or compliant. Factors including learners' age, gender, and occupation were also considered.A pilot study had indicated a high correlation between learning style preference and personality type among adult learners. Data from the full study was subjected to a multivariate analysis of variance. Findings derived from this analysis indicated the relationship between learning style preference and personality type was predictable at the .000 level of confidence for participants of all ages. Dominant personality types preferred converger learning styles, influencer personality types preferred accommodator learning styles, steadiness personality types preferred diverger learning styles, and compliant personality types preferred assimilator learning styles.The overall age effect was significant at the .02 level of confidence. Younger adults (26-37) preferred abstract conceptualizations over concrete experiences significantly more than older adults (38-56) or traditional students.The accommodator learning style was significantly more predominant among adult learners; the diverger learning style was slightly more predominant among traditional students. Participants were, however, represented in all four-of Kolb's preferred learning styles for both traditional and adult learners.Gender was not found to be a significant predictor of learning style preference. Occupational choices, likewise, were not determined by this study to be significantly related to learning style preference or personality type.To the extent that participants in this study were representative of learners in general, the following implications appear warranted:Since students of all ages were represented in all four learning style categories, educators should be prepared to be flexible in teaching styles in order to meet varying individual learner needs.Learners should be given opportunities to expand their learning style range, to move through all four stages of Kolb's learning cycle.An awareness of a students personality type may enhance a teacher's understanding of the students learning needs. An understanding of personality type may also enhance interpersonal relationships both in and outside of the classroom.Students should be assisted in recognizing and understanding their own personality type and how it relates to their learning and work experiences. This understanding should facilitate lifelong learning for all individuals.
Center for Lifelong Education

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Engdahl, Karin. "ICT-based learning in home environments : flexibility for individuals? A study of presentational formats for verbalizers and visualizers in educational multimedia." Thesis, University of Skövde, Department of Computer Science, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-495.

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The overall aim of the study is to get a better understanding for the relation between different forms of representation in ICT-interfaces and cognitive variation in individuals. Cognitive style is, according to Riding & Al-Hajji (2000) ”an individual’s preferred and habitual approach to both organizing and representing information”. Research of the relation between cognitive style and learning performance has shown, according to Riding & Al-Hajji (2000), that pupils learn best when the structure, the content and the mode of presentation of the material suits their style.

On the basis of an explorative pre-analysis of a multimedia program for learning mathematics, named Matador, a general hypothesis was formulated. The general hypothesis that was examined is: The Matador multimedia program can be improved as concerns the presentational formats both for pupils who are helped by and attracted by visual information and – in particular – for pupils who are helped by and attracted by verbal information. A minor user’s test with 10-15 year old pupils was carried out in order to complement the pre-analysis by testing some specific details of the program with users. The results of the study indicate that there are certain aspects that could be improved, especially for those who are helped by and attracted by verbal information.

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Moschovaki, Eleni. "Teachers' story reading styles and their impact on young children's language, attention, participation and cognitive engagement." Thesis, University of Bristol, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336831.

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Galindo-Morales, Enrique. "Visualization in the calculus class : relationship between cognitive style, gender, and use of technology." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239712355.

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Aron, Robert D. "The relationship of help-seeking behaviors and cognitive style while performing a computer task /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu148767110830543.

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Sawyer, Stephanie. "Cognitive style and overgeneralization in the acquisition of the English irregular past tense verbs." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5347.

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Mayo, Jonathan Wayne. "Discipling tomorrow's leaders a study of discipleship training in comparison with learning styles in the East African culture /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Martinez, Cathy L. "Cognitive style and its relationship to selected characteristics of 4-H members in central Ohio /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759914761942.

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Paciorek, John Ingi. "Computer Visuals, the Cognitive Style of Field Dependence and Their Effect upon Learning in Adults /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487928649986517.

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Lee, Kwan-lai. "Thinking styles and approaches in teaching among Hong Kong kindergarten teachers." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25150996.

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Ruzicka, Dennis Edward Neuleib Janice. "Cognitive style and individualized instruction in a community college composition program." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914573.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 11, 2006. Dissertation Committee: Janice Neuleib (chair), Julia Visor, Jerry Weber, Heather Graves. Includes bibliographical references (leaves 169-176) and abstract. Also available in print.

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Torres, Linda C. "The Relationships of Cognitive Style and Motivation to Biology Achievement for Filipino Students." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/111.

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This study examined the relationships of cognitive style and motivation to the biology achievement of Filipino students in a North Florida high school. The effects of gender and grade level on test scores, grades, and academic motive responses were considered during data analysis. This sample was found to be more analytical and field-independent when compared with normative groups. Significant correlations were established between achievement and field-independence, persistence, sequential abilities, mobility, and gender. Different academic motives were evident with different achievement measures. When achievement was measured by biology final grades, high achievers felt less pressure, tried harder, and were not motivated by peers. High achievers also cited college attendance as a reason for school attendance. When utilizing a course comprehensive biology test, high achievers reported feeling less pressure in school and enrolled in biology because it was required. Most all subjects, regardless of achievement, reported strong career and economic motives for school attendance.

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Sheffield, Anneliese. "Associations Between Collaborative Learning and Personality/Cognitive Style Among Online Community College Students." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955013/.

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This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative learning. Also, teaching students to adopt traits associated with conscientiousness that improve academic achievement like self-regulation may help improve perceptions of collaborative experiences.

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Hardy, Christopher R. "An examination of the dimensionalities and common constructs of selected adult cognitive learning style instruments." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-09192008-063044/.

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McDonald, P. M., and n/a. "Right and left brain learning processes : in the context of Australian export education." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060918.132852.

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The nature of the human brain has preoccupied philosophers and scientists for centuries. As early as the 4th Century BCE, Greek philosophers speculated that the anatomically distinct hemispheres of the brain implied specialisation of function. It was not until the "splitbrain" operations of the 1950s, however, that the precise specialisation of each hemisphere could be demonstrated. The right hemisphere apparently assumed responsibility for spacial, holistic processes, while the left hemisphere processed analytical, sequential tasks. During that same decade, educational psychologists observed two markedly different ways in which individuals perceive and relate to the world. It was later observed that these "cognitive styles" seemed directly related to the bi-polar functions of the right and left hemispheres of the brain. This implied a genetic basis for cognitive style. Subsequent research suggested that cognitive style is to a considerable extent a result of the environment of socialisation, and therefore, different cultures would demonstrate different cognitive styles. Such cultural differences in learning expectations might have serious implications for both teachers and learners in the field of export education. The literature review in this study identified physical, environmental, and experiential factors which appear to influence cognitive style. This information formed the basis of the biographical section of a questionnaire which elicited the learning style preferences of pre-tertiary students from Australia (native speakers), Indonesia and Japan. The study posed the negative hypothesis: There are no significant differences in patterns of cognitive styles between cultures. The results of the field study contradicted the negative hypothesis, identifying significant differences in patterns of cognitive styles between the three cultural groups.

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Smith, Peter John Brenchley, and mikewood@deakin edu au. "Preparing for flexible delivery in industry: Learners and their workplaces." Deakin University. School of social and cultural studies in education, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060623.095632.

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This thesis examines the learning preferences and learning strategies of apprentices, and the contexts within which they learn in their workplaces. Since the end of the 1980s Australian vocational education and training (VET) structures and processes have undergone radical change in attempts to develop skills in the workforce that will ensure enterprise, national, and international competitiveness. A major strategy in the national reforms has been the encouragement of flexible delivery as a means through which workplace-based learning can be accessed by a larger number of workers in ways that are cost-efficient, and that reduce the amount of time that workers spend away from their jobs. Although flexible delivery has been championed by governments and industry alike, there has been little attempt to identify the preparedness of either learners or their workplaces for the demands of flexible learning. The thesis examines the economic context for these changes to VET, and also examines the literature available on workplace learning. Additionally, the thesis examines the conceptualisations of flexible delivery that are available in the literature, pointing to the possibility that the wide range of meanings associated with the term flexible delivery may result in quite different practices and expectations. The thesis also examines the literature on independent learning and self-directed learning, and explores the concept of client-focused flexible delivery. The study of learner preferences uses data collected from apprentices over a period of some years, in the four occupational areas commanding the highest number of apprentices in Australia. These occupational areas are Metals and Machining, Building, Electrical, and Hairdressing. These data on learning preferences are collected using the commercially available Canfield Learning Styles Inventory (CLSI). The data from the sample of 389 apprentices are analysed statistically through analyses of variance, and indicate that variables such as age, gender, and occupational area are related to learning preferences. Apprentices are shown by this analysis to prefer structured programs of instruction that are instructor-led, and to not have a high preference for independent learning or the development of their own learning goals. Additionally, they are shown to have very low preferences for learning through reading, preferring instead to learn through direct hands-on experience. While these characteristics are largely common among the four occupational groups, the Hairdressing apprentices are shown to have a slightly higher preference for independent learning and goal setting. Females are shown to have a higher preference than males for learning qualitative material through reading. Interestingly, the younger apprentices are shown to have a higher preference than the older ones for self-directed learning. Some possibilities for that finding are discussed. The research also shows that the learning preferences displayed by different groups of apprentices in any one program are much the same over time, providing some confidence that data generated from one group of apprentices can be used to make instructional decisions for future groups in the same program. The data are also factor analysed to indicate three major factors underlying apprentice learning preferences. The first factor indicates a VerbalNon-verbal preference factor, with apprentices clearly preferring to learn through non-verbal means. A second factor is described as StructureContent, with apprentices showing a preference for learning from structured programs in a structured environment. A third factor, Self-directedSocial preference, indicates apprentices preferring to learn through socially mediated presentations and contexts rather than through more independent forms of learning. Qualitative data are also generated through interviewing eight apprentices, and focusing on the learning strategies they employ while constructing knowledge in the workplace. That component of the research uses a modification of the Marland, Patching and Putt (1992a, 1992b) stimulated recall technique, and a set of learning strategies derived from the work of OMalley and Chamot (1990) and Billett (1996a). The eight apprentices are drawn from the Metals and Machining, Electrical, and Hairdressing trades. The findings indicate that the learning strategies most often used by apprentices in the workplace are those associated with the construction of knowledge that is structured and provided by the instructor or learning program, and those that include social mediation of learning. Additionally, the strategies associated with demonstration and hands-on practice are most favoured. The qualitative data are confirmatory of the quantitative data. The research also indicates, through the apprentice interviews, that support for apprentices learning in their workplace is typically unplanned and haphazard. Their experience was sometimes characterised by a reluctance on the part of the workplace to acknowledge learning needs such as trialling and practice of new knowledge, or pro-actively seeking understanding from other more skilled workers. The learning preferences and learning strategies findings for apprentices, coupled with the findings of typically poor or unplanned support in the workplace, indicate that effective flexible delivery of training to apprentices in the workplace provides a number of challenges. These challenges, it is argued, demand strategies to be developed and implemented to prepare both learners and workplaces for effective engagement with flexible delivery. Using as a theoretical framework Kembers (1995) two-dimensional model of open learning for adults, the thesis integrates the findings into a proposed two-dimensional model of learner and workplace preparedness for flexible delivery. The model provides for a Learner Development Space, a Workplace Development Space, and a Strategy Space. Within the Learner Development Space, focuses for the development of learner preparedness are identified in terms of self-directed learning, skills developments, and effective participation in a community of practice. Focuses for workplace development identified in the Workplace Development Space are those associated with development of training policies, training structures, and trainer skills and abilities. The Strategy Space then provides detail of seventy-nine specific strategies developed to enhance learner and workplace preparedness within each of the focuses identified.

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Dissertations / Theses on the topic 'Educational Cognitive Styles'

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