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Journal articles on the topic 'Educational Cognitive Styles'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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Et al., Agus Setiawan. "Collaborative Problem-Solving Strategies and Cognitive Style: The Impact and Interaction on Students' Mathematical Reasoning Abilities." Psychology and Education Journal 58, no. 2 (February 10, 2021): 841–48. http://dx.doi.org/10.17762/pae.v58i2.1958.

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This study aims at identifying the effect of collaborative problem solving (CPS) learning strategies on students' mathematical reasoning abilities with different cognitive styles, namely field-dependent (FD) and field-independent (FD). This study is a quasi-experimental study with a 2x2 factorial design. A total of 103 students of SMPN 3 Mesuji, Indonesia as research subjects. Mathematical reasoning ability data were obtained from essay tests and cognitive style data were obtained from the GEFT test. Data analysis used two-way analysis of variance (ANOVA) test. The results of this study are: 1) there were significant differences in mathematical reasoning abilities between students who received collaborative problem solving and direct instruction learning strategies, 2) there were significant differences in mathematical reasoning abilities between students who had field dependent and field independent cognitive styles, 3) there was no significant interaction between different learning strategies (collaborative problem solving and direct instruction) and cognitive styles (field dependent and field independent) on mathematical reasoning abilities.

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Nurmi, Jari-Erik, Michael D. Berzonsky, Kaisa Tammi, and Andrew Kinney. "Identity Processing Orientation, Cognitive and Behavioural Strategies and Well-being." International Journal of Behavioral Development 21, no. 3 (October 1997): 555–70. http://dx.doi.org/10.1080/016502597384785.

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The aim of this study was to investigate interrelationships among the identity negotiation styles that people use, the cognitive and behavioural strategies they deploy, and their sense of subjective well-being. To examine this, 198 American and 109 Finnish college students completed the Identity Style Inventory, the Strategy and Attribution Questionnaire, Rosenberg’s Self-esteem Scale, and the revised Beck’s Depression Inventory. Results showed that people with an information-oriented identity style reported the highest level of self-esteem, those with a normative style had the most stable self-conceptions, and those with a diffuse/avoidant style displayed the highest level of depressive symptomatology. Moreover, dysfunctional cognitive and attributional strategies, such as expecting to fail and engaging in task-irrelevant behaviour, were associated with low self-esteem, unstable self-conceptions, and depressive symptomatology. Finally, the associations between identity processing styles and well-being were found to be mediated by the cognitive strategies that people deploy.

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Thi Nga, Ngo. "Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 54–65. http://dx.doi.org/10.31862/2218-8711-2020-2-54-65.

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The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.

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Alloway, Tracy Packiam, Gloria E. Banner, and Patrick Smith. "Working memory and cognitive styles in adolescents' attainment." British Journal of Educational Psychology 80, no. 4 (December 2010): 567–81. http://dx.doi.org/10.1348/000709910x494566.

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Pavlovskaya, V. A. "FEATURES OF COGNITIVE STYLES IN THE CHESS GAME." Scientific Notes of V.I. Vernadsky Crimean Federal University. Sociology. Pedagogy. Psychology 6(72), no. 3 (2020): 115–26. http://dx.doi.org/10.37279/2413-1709-2020-6-3-115-126.

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The article discusses various approaches to understanding the essence of cognitive styles, and provides a description of the most common types of cognitive styles. In the modern situation of the existence of various types of information influences on the emotional and volitional sphere of preschool and primary school children, problems of low motivation for any type of activity, poor memory, perception disorders are found. Сhess is a means of constructively solving these problems. From the set of cognitive styles studied in the scientific environment, 10 types were selected, namely, utility / gender independence, narrowness / breadth in the range of equivalence, rigidity/flexibility, narrowness/breadth of the category, tolerance to unrealistic experience, narrowness/breadth of the category, focusing/scanning control, smoothing/sharpening, impulsiveness/reflexivity, cognitive simplicity/complexity, concreteness/abstraction. Definitions of each of the indicated cognitive styles and their hypothetical relationship with the checkmate game are given. Based on the fact that chess is an intellectual activity that includes cognitive processes, some psychological features of the chess game are described and designated, hypothetically associated with a specific type of cognitive style. The author emphasizes that in the organization and effectiveness of learning chess, as well as other types of educational activity, a large role is played by such cognitive style as impulsivity/reflexivity and field-dependence/field-independence, as well as the development of mobility and flexibility of the cognitive style, namely, the ability to switch from one style parameter to another at the necessary moment of the game. Some problems in the study of cognitive styles are identified. Most research focuses on the study of utility and differentiation, which is not a comprehensive study of cognitive styles. The nature of cognitive styles is not fully understood. It is also unclear the specific age characteristic of the formation and manifestation of a particular cognitive style in a particular person. The article reveals the concept of chess success as the ability to focus on a group of breakout pieces, creating three levels of significance of the pieces on the Board and distributing the controlled fields of the Board into two levels: significant and insignificant. Some stylistic features of the checkmate game of such world Champions as Botvinnik, Tal, and Petrosyan are described. It is concluded that chess is a means of versatile development of the child. This is a universal discipline of the game character, aimed at fostering a common culture. Chess affects the development of external and internal speech, combinatorial and logical thinking, will, vital activity, criticality, the ability to self-analysis and self-assessment, self-education. The review suggests that in teaching children, among other things, it is advisable to use the following algorithm: to determine the child’s cognitive styles and the degree of their rootedness (formation) in cognitive processes; to identify fragments (components) of learning chess most associated with the advantages of a particular cognitive style and take this connection into account; to train or develop children’s cognitive mobility, i.e. the ability to switch from one style to another if necessary.

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Tiedemann, Joachim. "Measures of Cognitive Styles: A Critical Review." Educational Psychologist 24, no. 3 (June 1989): 261–75. http://dx.doi.org/10.1207/s15326985ep2403_3.

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Ashcraft, Mark H. "Math Anxiety: Personal, Educational, and Cognitive Consequences." Current Directions in Psychological Science 11, no. 5 (October 2002): 181–85. http://dx.doi.org/10.1111/1467-8721.00196.

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Highly math-anxious individuals are characterized by a strong tendency to avoid math, which ultimately undercuts their math competence and forecloses important career paths. But timed, on-line tests reveal math-anxiety effects on whole-number arithmetic problems (e.g., 46 + 27), whereas achievement tests show no competence differences. Math anxiety disrupts cognitive processing by compromising ongoing activity in working memory. Although the causes of math anxiety are undetermined, some teaching styles are implicated as risk factors. We need research on the origins of math anxiety and on its “signature” in brain activity, to examine both its emotional and its cognitive components.

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Saracho, Olivia. "Matching Teachers' and Students' Cognitive Styles." Early Child Development and Care 173, no. 2-3 (June 2003): 161–73. http://dx.doi.org/10.1080/03004430303097.

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Saracho, Olivia N. "Cognitive Styles and Young Children's Learning." Early Child Development and Care 30, no. 1-4 (January 1988): 213–20. http://dx.doi.org/10.1080/0300443880300118.

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Zhang, Li-Fang. "Thinking Styles and Cognitive Development." Journal of Genetic Psychology 163, no. 2 (June 2002): 179–95. http://dx.doi.org/10.1080/00221320209598676.

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Cuevas, Joshua, and Bryan L. Dawson. "A test of two alternative cognitive processing models: Learning styles and dual coding." Theory and Research in Education 16, no. 1 (September 19, 2017): 40–64. http://dx.doi.org/10.1177/1477878517731450.

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This study tested two cognitive models, learning styles and dual coding, which make contradictory predictions about how learners process and retain visual and auditory information. Learning styles-based instructional practices are common in educational environments despite a questionable research base, while the use of dual coding is less ubiquitous, and thus measured examination of the two methods has implications for practical application. The study involved 204 university students who were surveyed on their preferred learning style and then presented with information that they were prompted to process via either imagery or linguistic means. The results showed there was no significant interaction effect between learning style and condition, suggesting the most basic prediction of the learning styles hypothesis should be rejected. In a regression analysis, none of the four learning styles (visual, auditory, read/write, or kinesthetic) predicted students’ retention of the material. However, there was a highly significant main effect of condition with those in the visual condition retaining twice as much information as those in the auditory condition regardless of learning style, a result that strongly supports dual coding theory. Implications of the findings would suggest that learning styles instruction is an ineffective method for teachers to employ, and that, instead, incorporating principles of dual coding would have a much greater benefit to student learning.

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Sender, A. A. "THE FEATURES OF COGNITIVE STYLES OF SOFTWARE ENGINEERS IN EDUCATIONAL ACTIVITIES." Scientific Bulletin Melitopol State Pedagogical 2, no. 25 (February 9, 2021): 154–58. http://dx.doi.org/10.33842/22195203/2021/25/5154/158.

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Thomas, Patrick R., and Jacinta B. McKay. "Cognitive styles and instructional design in university learning." Learning and Individual Differences 20, no. 3 (June 2010): 197–202. http://dx.doi.org/10.1016/j.lindif.2010.01.002.

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McDaniel, Rudy, and Robert Kenny. "Evaluating the Relationship between Cognitive Style and Pre-Service Teachers’ Preconceived Notions about Adopting Console Video Games for Use in Future Classrooms." International Journal of Game-Based Learning 3, no. 2 (April 2013): 55–76. http://dx.doi.org/10.4018/ijgbl.2013040104.

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This article explores the impact of perceptual cognitive styles on pre-service teachers’ attitudes toward video games. Using a cognitive style continuum measuring field dependence and field independence, the authors conducted an exploratory study to measure the potential impact of cognitive style on pre-service teachers’ dispositions towards the use of games in their future classrooms. Results showed that participants who planned on becoming teachers were generally found to be more field dependent than peers who elected other major fields of study. These participants also demonstrated a general reluctance towards using console games in their future classroom situations. After the brief experience playing the console game, however, these pre-service teachers’ attitudes changed significantly with regards to their game playing attitudes and preferences.

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Saracho, Olivia N. "Young children's play behaviors and cognitive styles." Early Child Development and Care 22, no. 1 (January 1985): 1–18. http://dx.doi.org/10.1080/0300443850220101.

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Kogan, Nathan, and Carolyn Saarni. "Cognitive styles in children: some evolving trends∗." Early Child Development and Care 43, no. 1 (January 1989): 101–28. http://dx.doi.org/10.1080/0300443890430109.

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Yin, Hongbiao, John Chi-Kin Lee, and Zhonghua Zhang. "Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches." ECNU Review of Education 3, no. 4 (March 24, 2020): 610–31. http://dx.doi.org/10.1177/2096531120911800.

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Purpose: Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong. The present study addresses this issue through an investigation of the relationships between students’ learning styles and approaches to learning in Hong Kong secondary schools. Design/Approach/Methods: A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments. A series of confirmatory factor analysis, two-way analysis of variance, and structural equation modeling analysis were conducted. Findings: The results identified three types of learning style among the students which are characterized by a cognitive orientation, a social orientation, and a methodological orientation. Some significant gender- and achievement-level differences were revealed. Compared with the socially oriented learning style, the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’ approaches to learning, even though these students showed a greater preference for the socially oriented learning style. Originality/Value: It is unwise to blindly cater for students’ learning styles in classroom teaching and curriculum design. Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’ learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.

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Baranova, Ekaterina, Dina Rubtsova, Nataliya Rumyantseva, Yulia Voropaeva, and Anna Semanina. "Considering cognitive styles when teaching the language to representatives of different cultures." E3S Web of Conferences 284 (2021): 09009. http://dx.doi.org/10.1051/e3sconf/202128409009.

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The study is devoted to the consideration of the possibilities of taking cognitive styles into account when teaching a foreign language to representatives of different cultures. In modern foreign teaching practice, the cognitive style is a fundamental variable of individual differences in the degree of mastery of the material, as well as in the degree of adequate understanding of the teacher’s explanations. The study aims to analyze the process of the cognitive functioning of an individual in connection with their behavior and subsequent changes in a certain situation and identify cognitive styles that are directly related to the expression of individual character traits and their relationship with all human properties. As the main method, the authors of the work use an integrated approach that combines the method of psychological observation, cognitive-centered and educational-centered, the questionnaire method, and other empirical methods, using appropriate models and necessary research tools. The results of the study based on the experiment carried out by the authors among foreign students reveal a set of basic cognitive styles with clearly defined characteristics. Knowledge of this system will allow teachers to increase the effectiveness of the learning process and show the most effective methods for introducing and presenting new material in the classroom. The cognitive style allows students from different cultures to be classified according to their preferred way of receiving information (perception or intuitive perception) and their preferred way of processing information and then making decisions (thinking or feeling).

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HITTNER, JAMES B., and JENNIFER R. DANIELS. "Gender-Role Orientation, Creative Accomplishments and Cognitive Styles." Journal of Creative Behavior 36, no. 1 (March 2002): 62–75. http://dx.doi.org/10.1002/j.2162-6057.2002.tb01056.x.

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Alonso-Stuyck, Paloma. "Which Parenting Style Encourages Healthy Lifestyles in Teenage Children? Proposal for a Model of Integrative Parenting Styles." International Journal of Environmental Research and Public Health 16, no. 11 (June 11, 2019): 2057. http://dx.doi.org/10.3390/ijerph16112057.

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Given that we live in an environment in constant change—a liquid society, according to Bauman—we propose a versatile parenting style with the capacity to adapt to the variations of socio-temporal evolution. This is achieved by basing parenting guidelines on the permanent, executive, cognitive, and affective components of a person. Although the first reviews of parenting styles emphasized the Authoritative style, the emerging tendency in some geographical areas has been to prioritize the Indulgent style. Extracting the common factor of these two styles, the suggestion is to improve the affective aspect of the relationship characterized by warm and close parent–child interactions. It is important to respect the style of each family in order to support it in its educational task while offering guidelines to help consolidate healthy adolescent lifestyles. In this line, we present successful experiments that have helped families in this decisive task by highlighting the efficacy of promoting systemic educational plans that involve the whole society.

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Starchenko, Sergey. "Personal Peculiarities of Development of Styles of Educational and Cognitive Activity of Students in Technological Park." Profession-Oriented School 7, no. 6 (December 18, 2019): 36–42. http://dx.doi.org/10.12737/1998-0744-2019-36-42.

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The article deals with the development of the leading ways of educational and cognitive activity of students enrolled in programs of specialized education in the technological Park, which provides their pre-professional training for education in specialized universities. The author, based on stylistic approach to the development of educational-cognitive activity reveals personality traits of natural science, physics, mathematics and Humanities students determines the learning technology to ensure the linkages of learning and teaching in the technological Park. Quantum are presented, which ensure the development of educational research, educational search, educational design and educational project activities of students within the framework of functioning of the technological Park.

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Saracho, Olivia N. "Cognitive styles: Characteristic modes of individuality and diversity." Early Child Development and Care 29, no. 2 (January 1987): 81–93. http://dx.doi.org/10.1080/0300443870290201.

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Kogan, Nathan. "Some behavioral implications of cognitive styles in childhood." Early Child Development and Care 29, no. 2 (January 1987): 95–117. http://dx.doi.org/10.1080/0300443870290202.

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Moran, Aidan. "What can Learning Styles Research Learn from Cognitive Psychology?" Educational Psychology 11, no. 3-4 (January 1991): 239–45. http://dx.doi.org/10.1080/0144341910110303.

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Karamaerouz, Mohamad Javad, Ali Abdi, and Soosan Laei. "Learning by Employing Educational Multimedia in Field-dependent and Field-independent Cognitive Styles." Universal Journal of Educational Research 1, no. 4 (December 2013): 298–302. http://dx.doi.org/10.13189/ujer.2013.010404.

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Isaacowitz, Derek M., and Martin E. P. Seligman. "Cognitive Style Predictors of Affect Change in Older Adults." International Journal of Aging and Human Development 54, no. 3 (April 2002): 233–53. http://dx.doi.org/10.2190/j6e5-np5k-2uc4-2f8b.

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Cognitive styles are the lenses through which individuals habitually process information from their environment. In this study, we evaluated whether different cognitive style individual difference variables, such as explanatory style and dispositional optimism, could predict changes in affective state over time in community-dwelling older adults. Based on previous research, we hypothesized that an optimistic explanatory style would be adaptive except when combined with life stressors, but that dispositional optimism would predict positive affective states regardless of life events. We found that older adults with a more optimistic explanatory style for health/cognitive events actually appeared to develop more depressive symptoms over six months of follow-up. However, dispositional optimism and orientation toward the future predicted a better affective profile over time.

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Кац, Александра Семеновна. "MODERN TEACHERS’ COGNITIVE STYLES: EXPLORING FROM PHENOMENON DEFINITION TO ITS REALIZATION." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(108) (October 20, 2020): 176–82. http://dx.doi.org/10.37972/chgpu.2020.108.3.020.

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В статье рассматривается проблема совершенствования профессиональной деятельности педагогов в условиях цифровизации образования. Во введении актуализируется вопрос идентификации и исследования когнитивных стилей педагогов как специфической особенности их профессиональной деятельности.Представлены теоретические и эмпирические методы, которые были использованы в ходе проведенного исследования. Результаты исследования раскрывают влияние особенностей цифровизации на педагогическое взаимодействие «педагог - обучающийся - образовательная среда»: массовое внедрение цифровых технологий в процесс обучения, изменение методики преподавания дисциплины в соответствии с потребностями студентов «цифрового поколения». Представлена авторская реализация этапов педагогического взаимодействия педагога и студентов (с акцентом на когнитивный стиль педагога). Выявлены изменения в характере педагогического взаимодействия, обусловленные анализом когнитивных стилей педагогов: индивидуализация процесса обучения студентов при сохранении типовых интеллектуальных (поведенческих) реакций педагога. В выводах приводятся аргументы, свидетельствующие о важности исследования когнитивных стилей педагогов и их практического применения: необходимость постоянного саморазвития и самосовершенствования, выбор индивидуальной траектории саморазвития, совершенствование умения структурировать информацию средствами когниций. The article deals with the acute problem of enhancing teachers’ professional activity in the conditions of education digitalization. In the introduction the problem of identification and research of teachers’ cognitive styles as a specific feature of their professional activity is actualized. The paper Presents theoretical and empirical methods employed in the research. The research results reveal digitalization specific influence on pedagogical interaction «teacher - learner - educational environment»: mass implementation of digital technologies in the process of teaching, changes in teaching methods in accordance with the needs of «digital generation». The article also provides the author’s realization of the stages of pedagogical interaction between the teacher and students (with an accent on teachers’ cognitive style). It reveals the changes in the character of pedagogical interaction conditioned by the analysis of teachers’ cognitive styles: individualization of students’ learning process while preserving teacher’s typical inteltectual behavior reactions. The results present arguments for the importance of cognitive style research and its practical implementation: need for constant self-development and self-improvement, choice of individual self-development vector, enhanced ability to systemize information via means of cognition.

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Goodale, Paula, Paul David Clough, Samuel Fernando, Nigel Ford, and Mark Stevenson. "Cognitive styles within an exploratory search system for digital libraries." Journal of Documentation 70, no. 6 (October 7, 2014): 970–96. http://dx.doi.org/10.1108/jd-03-2014-0045.

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Purpose – The purpose of this paper is to investigate the effects of cognitive style on navigating a large digital library of cultural heritage information; specifically, the paper focus on the wholist/analytic dimension as experienced in the field of educational informatics. The hypothesis is that wholist and analytic users have characteristically different approaches when they explore, search and interact with digital libraries, which may have implications for system design. Design/methodology/approach – A detailed interactive IR evaluation of a large cultural heritage digital library was undertaken, along with the Riding CSA test. Participants carried out a range of information tasks, and the authors analysed their task performance, interactions and attitudes. Findings – The hypothesis on the differences in performance and behaviour between wholist and analytic users is supported. However, the authors also find that user attitudes towards the system are opposite to expectations and that users give positive feedback for functionality that supports activities in which they are cognitively weaker. Research limitations/implications – There is scope for testing results in a larger scale study, and/or with different systems. In particular, the findings on user attitudes warrant further investigation. Practical implications – Findings on user attitudes suggest that systems which support areas of weakness in users’ cognitive abilities are valued, indicating an opportunity to offer diverse functionality to support different cognitive weaknesses. Originality/value – A model is proposed suggesting a converse relationship between behaviour and attitudes; to support individual users displaying search/navigation behaviour mapped onto the strengths of their cognitive style, but placing greater value on interface features that support aspects in which they are weaker.

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Terry, Marion. "Translating Learning Style Theory into Developmental Education Practice: An Article Based on Gregorc's Cognitive Learning Styles." Journal of College Reading and Learning 32, no. 2 (March 2002): 154–76. http://dx.doi.org/10.1080/10790195.2002.10850295.

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Saracho, Olivia N. "The effects of the teachers’ cognitive styles on their students academic achievement." International Journal of Early Childhood 25, no. 2 (October 1993): 37–40. http://dx.doi.org/10.1007/bf03185614.

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Clarke, Tricia A., Jennifer J. Lesh, Jennie S. Trocchio, and Clara Wolman. "Thinking styles: teaching and learning styles in graduate education students." Educational Psychology 30, no. 7 (September 23, 2010): 837–48. http://dx.doi.org/10.1080/01443410.2010.510794.

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Alptekin, Cem. "The Role of Cognitive and Hemispheric Processing Styles in L2 Learning." ITL - International Journal of Applied Linguistics 85-86 (January 1, 1989): 105–21. http://dx.doi.org/10.1075/itl.85-86.06alp.

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L2 learners fall into two major categories in terms of their cognitive styles. The first group comprises the relatively analytical individuals, who are said to be predominantly field independent. The second group, on the other hand, embodies the relatively holistic persons, who are said to be chiefly field dependent. L2 learners are further classified in terms of their hemispheric processing styles. Some learners are left-hemisphere dominant while others are right-hemisphere dominant. The former are thought to be more efficient with analytic processing in which the left hemisphere specializes. By contrast, the latter are described as more efficient with holistic processing in which the right hemisphere specializes. After reviewing the available evidence for the associations between cognitive and hemispheric processing styles, the paper discusses the educational implications of L2 learners' differences with respect to cognitive and hemispheric dimensions.

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Eronen, Sanna, and Jari-Erik Nurmi. "Sociometric status of young adults: Behavioural correlates, and cognitive-motivational antecedents and consequences." International Journal of Behavioral Development 25, no. 3 (May 2001): 203–13. http://dx.doi.org/10.1080/01650250042000212.

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A cross-lagged longitudinal study was carried out to investigate whether social reaction styles and loneliness serve as antecedents and consequences of sociometric status among young adults. Behavioural correlates of sociometric status were also studied. Questionnaires measuring sociometric ratings, social reaction styles, loneliness, and group atmosphere were ”lled in by 154 students one week after starting at a new school, then half a year later, and ”nally, one year later. In Measurement 2, the participants’ social behaviour was rated by their classmates. The results indicated that social reaction styles, feelings of loneliness, and satisfaction with the group atmosphere prospectively predicted sociometric status: Popularity, for example, was predicted by a high level of approach orientation. Sociometric status also predicted changes in individuals’ reaction styles and feelings of loneliness. For instance, popularity increased optimism and decreased loneliness. Finally, high sociometric status was related to prosocial behaviours, whereas low sociometric status was associated with behavioural deficiencies.

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Podkhodova, Natalia, and Victoria Snegurova. "THE STYLE FEATURES OF STUDENTS' COGNITIVE ACTIVITY AS THE BASIS FOR FORMATION OF MATHEMATICAL LITERACY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 492–502. http://dx.doi.org/10.17770/sie2021vol2.6413.

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Mathematical literacy is the main indicator of the mathematical development of schoolchildren from different countries. In the concept of the direction "mathematical literacy" of the PISA-2021 study, the key component of the concept of mathematical literacy is mathematical reasoning. The development of this skill, first of all, is determined by the stylistic features of the cognitive activity of students in the study of mathematics. Taking them into account in the development of educational material in mathematics will create optimal conditions for the formation of a key component of mathematical literacy. But there are many stylistic features of cognitive activity. Therefore, to develop optimal conditions, taking into account the style features, it is necessary to answer the question: "Which of the style features of cognitive activity have a stronger effect on the effectiveness of solving mathematical problems and how to implement them in educational mathematical activity." In our study, we identified various ways of implementing style features in educational mathematical material, one of the most significant are ways of presenting (coding) information. With this in mind, an experiment was conducted. We applied analysis of variance to its results. The study showed: 1) in general, it is possible to trace relations between successful mathematical problem solving by students with certain individual styles and the way the selected problem is represented; 2) it is necessary to make further research on students' awareness of their personal cognitive characteristics (style features).

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Rasheed-Karim, Walifa. "Intelligent Tutoring Systems, Learning and Cognitive Styles of Dyslexic Students." International Journal of Emerging Technologies in Learning (iJET) 16, no. 03 (February 12, 2021): 20. http://dx.doi.org/10.3991/ijet.v16i03.19317.

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This paper discusses how teachers may not always be available for supporting students, especially if students live in areas which are relatively inaccessible or too time consuming for teachers to reach. An alternative is intelligent tutoring systems (ITS) offering learners course support. However, it is evident that learners with special educational needs (SEN) such as dyslexia, may not have the cognitive facility to progress at levels equivalent to their peers and so may require support in strategies in which they could grasp concepts. One way of helping students to learn would be to harness strategies of teaching in ITS. It is suggested that bringing students together with ITS using mnemonic strategies may be a way of helping students achieve. The paper discusses the benefits of using mnemonic strategies by dyslexic learners and ways in which mnemonics could be harnessed in ITS.

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Shipman, Stephanie L. "Limitations of applying cognitive styles to early childhood education." Early Child Development and Care 51, no. 1 (January 1989): 3–12. http://dx.doi.org/10.1080/0300443890510102.

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Saracho, Olivia N. "Some Implications of Cognitive Styles on Young Children's Play." Early Child Development and Care 131, no. 1 (January 1997): 19–30. http://dx.doi.org/10.1080/0300443971310102.

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Hamlen, Karla R. "General Problem-Solving Styles and Problem-Solving Approaches in Video Games." Journal of Educational Computing Research 56, no. 4 (September 12, 2017): 467–84. http://dx.doi.org/10.1177/0735633117729221.

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Video game play is a pervasive recreational activity, particularly among college students. While there is a large research base focused on educational video game play and uses of games in the classroom, there is much less research focused on cognitive strategies and entertainment video game play. The purpose of this study was to investigate potential relationships between general problem-solving styles and problem-solving approaches in video games. One hundred and thirty-eight undergraduate college students completed online surveys about their video game play and also an assessment of general problem-solving style. A multivariate linear regression revealed relationships between general problem-solving styles and problem-solving preferences in video games, with a few differences when looking at specific genres of games. This study provides evidence that approaches to video game play can be a reflection of real-life problem-solving styles.

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Zafiropoulou, Maria, and Angeliki Thanou. "Laying the Foundations of Well Being: A Creative Psycho-Educational Program for Young Children." Psychological Reports 100, no. 1 (February 2007): 136–46. http://dx.doi.org/10.2466/pr0.100.1.136-146.

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Dysfunctional cognitive schemata and pessimistic explanatory styles are usually held responsible for some of the commonest features of depressed mood such as feelings of meaninglessness, resignation, and underachievement which seem to affect even young children. This pilot study investigates the applicability and efficacy of an interactive, creative psycho-educational program for preschoolers that aims at enhancing mastery and shaping optimistic explanatory styles. Twenty preschoolers participated in once-a-week hourly sessions which took place in their school and lasted for one school year. The intervention consisted of several playful tasks and novel creative activities specially designed to meet the needs and abilities of preschoolers, while satisfying the objectives of the school curriculum. The tasks were based on the principles of cognitive behaviour theory. Qualitative and quantitative analyses of our results support the efficacy of the intervention for preschoolers.

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Poliak, Olga, and Zhanna Dovbyk. "MOTIVATION OF EDUCATIONAL ACTIVITIES OF STUDENTS IN INSTITUTIONS OF HIGHER EDUCATION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 57–59. http://dx.doi.org/10.17721/2415-3699.2018.7.15.

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The concept and classification of students' motivation in the process of education are analyzed. It is emphasized that individual characteristics of the students' individual learning styles, with high academic success, are: methodic and intellectual flexibility of the learning information acquisition; internality; a high level of self-reliance on personality, consistency, regularity of planning and execution of educational actions. The dependence of the formation of the teaching style on the influence and the high level of cognitive motivation, the motivation of achievement and the orientation towards the final result are emphasized. It is emphasized that the effectiveness of educational activities of students depends not only on natural abilities, but also to a large extent on the development of motivation and having complex systemic connections. The most important qualities of the personality of the future specialist are determined. The structure of student motives in the course of his study is explored. The levels of social and cognitive motivation are given. The factors influencing the formation of students' learning motivation are discussed. Pedagogical conditions for providing motivation for training of future specialists are outlined.

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