Journal articles: 'Information processing styles'

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Van Wynen, Elizabeth A. "Information Processing Styles." Nurse Educator 22, no. 5 (September 1997): 44–50. http://dx.doi.org/10.1097/00006223-199709000-00015.

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Snel, F. W. J. J., and P. C. van der Sijde. "Information-Processing Styles of Paranormal Healers." Psychological Reports 74, no. 2 (April 1994): 363–66. http://dx.doi.org/10.2466/pr0.1994.74.2.363.

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49 paranormal healers working by laying-on-of-hands (direct healing) and distance healing were compared with 56 nursing staff and a control group of 73 on the information-processing styles of field-dependence and reflexivity-impulsivity. Apparently paranormal healers scored as more field-dependent than the other groups which is consistent with observations of paranormal healers when working. No differences appeared among groups on reflexivity-impulsivity.

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Divine, Deborah Reaves. "Adult Learning Styles and Effective Transfer of Information." Transportation Research Record: Journal of the Transportation Research Board 1637, no. 1 (January 1998): 9–12. http://dx.doi.org/10.3141/1637-02.

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Effective training and other technology transfer (T2) activities occur when teachers/trainers or T2 agents recognize and use training techniques that correspond to the learning styles of their learner audiences. Learning style is defined as one’s personally preferred way of processing information and experience. It crosses all content areas. It is affected by both intrinsic and extrinsic factors such as stress, world view, and environment. Each learner has the ability to utilize a variety of learning styles, and each teacher has a preferred teaching style based on his or her preferred information processing mode. Each learner learns most comfortably and fastest when his or her preferred learning style meshes with the teaching style of the teacher/trainer. Often teacher/trainers do not have the time, funds, or opportunity to determine their learners’ preferred styles. The effective teacher/trainer utilizes a variety of teaching techniques to engage and convey the most information to the most learners.

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Liefeld, John P., Marjorie Wall, and Louise A. Heslop. "Cross Cultural Comparison of Consumer Information Processing Styles." Journal of Euromarketing 8, no. 1-2 (March 27, 2000): 29–43. http://dx.doi.org/10.1300/j037v08n01_03.

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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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Alvandi, Ebrahim Oshni. "Emotions and Information Processing." International Journal of Synthetic Emotions 2, no. 1 (January 2011): 1–14. http://dx.doi.org/10.4018/jse.2011010101.

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An animate system standing in nature and trying to investigate its surroundings for different purposes does a type of cognitive processing. Emotions as mental states are leading human cognitive features that attract life by interactions processed in the world. This paper examines how this cognitive feature process works. By researching history and theories related to emotions and their generation, it becomes clear that information processing is discussed as a tool for their processes. Three different styles of information processing are evaluated for emotional processes. The pragmatic notion of information processing fits as a processing tool in modeling emotions and artificial emotions and explains the emotional process.

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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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Kastenmüller, Andreas, Tobias Greitemeyer, Stefanie Zehl, Andrew J. Tattersall, Helen George, Dieter Frey, and Peter Fischer. "Leadership and Information Processing." Social Psychology 45, no. 5 (May 1, 2014): 357–70. http://dx.doi.org/10.1027/1864-9335/a000177.

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There is a large body of research showing that people selectively prefer information that supports their decisions and opinions, and avoid conflicting information (selective information processing). Three studies were conducted to examine how the different leadership styles of supervisors influence subordinates’ selective information processing (i.e., the evaluation, seeking, and conveying of information). Studies 1 and 2 indicate that students in the role of subordinates who were exposed to transformational supervisors process information in a more balanced way than do those who were led by a transactional supervisor. Study 3 was carried out with professionals and showed that transformational leadership was negatively correlated with selective information seeking and conveying. This finding was mediated by the experience of positive emotions. Transactional leadership, by contrast, was not significantly associated with selective information processing. Theoretical and practical implications are discussed.

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Berzonsky, Michael, and Andrew Kinney. "Identity Processing Style and Defense Mechanisms." Polish Psychological Bulletin 39, no. 3 (January 1, 2008): 111–17. http://dx.doi.org/10.2478/v10059-008-0022-7.

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Identity Processing Style and Defense Mechanisms To investigate relationships between identity processing styles and patterns of defense mechanisms, 213 participants (Mean age = 23.01 years) completed measures of defense-mechanism clusters and styles of negotiating (or managing to avoid) identity conflicts and threats (64% of the participants were female). A self-exploratory, informational identity style was associated with defense mechanisms that control anxiety and threats via internal cognitive maneuvers. In contrast, a diffuse-avoidant identity style was found to be related to maladaptive defensive maneuvers including turning against others and turning aggression inward against oneself, which is related to depressive reactions. A foreclosing, normative identity style was associated with defenses that limit awareness of threatening ideas and information by denial, distortion, and negation. None of these relationships was qualified by age or gender. The findings are discussed in terms of a process model of identity development that emphasizes social-cognitive differences in how individuals construct, maintain, and reconstruct their self-identity.

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Tanaka, J. S., A. T. Panter, and Wayne C. Winborne. "Associations between Daydreaming Style and Information Processing Predispositions." Imagination, Cognition and Personality 6, no. 2 (October 1986): 159–66. http://dx.doi.org/10.2190/n068-n19g-959p-43uh.

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Various domains of chronic predispositions in information processing have been studied from different perspectives. For example, strict experimentally-based information processing paradigms stem from a different research tradition than daydreaming styles. This study considers the association between these domains by examining the interrelations between two-self report measures of chronic information processing. One measure is the Need for Cognition, developed in the social cognition literature to study individual differences in chronic tendencies to utilize information. The second measure, the Short Imaginal Processes Inventory, is a measure of daydreaming style. Results show that these measures are related. A single bipolar dimension measuring affective/evaluative domains in information processing underlying the common properties of both measures is identified. Extensions of this research to domains in clinical and social psychology are discussed.

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Ford, Nigel. "Styles and strategies of processing information: implications for professional education." Education for Information 3, no. 2 (April 1, 1985): 115–32. http://dx.doi.org/10.3233/efi-1985-3204.

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Bradley, Carol A. "The Relationship between Students' Information-Processing Styles and Logo Programming." Journal of Educational Computing Research 1, no. 4 (November 1985): 427–33. http://dx.doi.org/10.2190/fjfe-rrnr-cp4u-5drl.

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ZHOU, Lei, Shu LI, Yan XU, and Zhuyuan LIANG. "Theoretical Construction of Decision-Making Styles: An Information-Processing Approach." Advances in Psychological Science 22, no. 1 (2014): 112. http://dx.doi.org/10.3724/sp.j.1042.2014.00112.

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Isbell, Linda M., Elicia C. Lair, and Daniel R. Rovenpor. "Affect-as-Information about Processing Styles: A Cognitive Malleability Approach." Social and Personality Psychology Compass 7, no. 2 (February 2013): 93–114. http://dx.doi.org/10.1111/spc3.12010.

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Taggart, William, and Enzo Valenzi. "ASSESSING RATIONAL AND INTUITIVE STYLES: A HUMAN INFORMATION PROCESSING METAPHOR." Journal of Management Studies 27, no. 2 (March 1990): 149–72. http://dx.doi.org/10.1111/j.1467-6486.1990.tb00758.x.

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Cerni, Tom, Guy J. Curtis, and Susan H. Colmar. "Information processing and leadership styles: Constructive thinking and transformational leadership." Journal of Leadership Studies 2, no. 1 (2008): 60–73. http://dx.doi.org/10.1002/jls.20049.

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Vermigli, Patrizia, and Alessandro Toni. "Attachment and Field Dependence: Individual Differences in Information Processing." European Psychologist 9, no. 1 (January 2004): 43–55. http://dx.doi.org/10.1027/1016-9040.9.1.43.

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The present research analyzes the relationship between attachment styles at an adult age and field dependence in order to identify possible individual differences in information processing. The “Experience in Close Relationships” test of Brennan et al. was administered to a sample of 380 individuals (160 males, 220 females), while a subsample of 122 subjects was given the Embedded Figure Test to measure field dependence. Confirming the starting hypothesis, the results have shown that individuals with different attachment styles have a different way of perceiving the figure against the background. Ambivalent and avoidant individuals lie at the two extremes of the same dimension while secure individuals occupy the central part. Significant differences also emerged between males and females.

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Shirzadifard, Maysam, Ehsan Shahghasemi, Elaheh Hejazi, and Shima Aminipour. "Life Management Strategies as Mediators Between Information Processing Style and Subjective Well-Being." SAGE Open 10, no. 4 (October 2020): 215824402096280. http://dx.doi.org/10.1177/2158244020962806.

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This study investigates the mediating role of life management strategies to see how information processing styles indirectly influence subjective well-being. Participants were 440 university students (female = 202, male = 238) ranging in age from 18 to 50 years from all levels and all majors from universities in Quchan, Iran. In a nonexperimental design and by using path analysis, we found that selection, optimization, and compensation fully mediated the relationship between information processing styles and subjective well-being. Our proposed model fitted well to the data and could account for a significant proportion of variance in satisfaction with life, positive affects, and negative affects’ scores (42%, 51%, and 35%, respectively). These results provide empirical evidence that rational information processing style is a defining factor for planning, and its impact on subjective indicators of well-being operates indirectly and through life management strategies. This model, with a more active approach, has implications for both theory and practice in psychotherapy.

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Albaili, Mohamed A. "Inferred Hemispheric Thinking Style, Gender, and Academic Major among United Arab Emirates College Students." Perceptual and Motor Skills 76, no. 3 (June 1993): 971–77. http://dx.doi.org/10.2466/pms.1993.76.3.971.

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To examine the relationships between the inferred hemispheric chinking style, gender, and academic major, 190 undergraduate men and women in social science and applied science classes were administered the Your Style of Learning and Thinking to assess their thinking styles. Although endorsements of an integrated style were highest for all subjects, analysis indicated men tended to endorse the right-hemisphere style items in processing information more than women, while the latter tended to endorse items of an integrated style in processing information. Applied science majors appeared to endorse items of a more right-hemisphere style in processing information than social science majors. These results were discussed in view of contemporary biological, psychosocial, and educational perspectives.

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Suthakaran, V., Scott Wright, Elise Simpson, Melissa Marra, and Devin Sonner. "The Impact of Information-Processing Styles on College Students' Attitudes toward People with Disabilities." Journal of Applied Rehabilitation Counseling 42, no. 4 (December 1, 2011): 19–26. http://dx.doi.org/10.1891/0047-2220.42.4.19.

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The purpose of this study was to explore the relationship between information- processing styles, as defined by using Epstein's (1994) cognitive-experiential self-theory (CEST), and college students' attitudes toward people with disabilities (PWD). The ability and favorability to process information experientially or rationally were measured using the Rational Experiential Inventory (REI), and attitudes toward PWD were measured using the Attitudes Towards Disabled Persons Scale-Form O (ATDP-O). Undergraduate students (N = 163) from a psychology subject pool participated in this study. Results indicated that favoring an experiential style of information processing was positively related to attitudes toward PWD. The ability to process information experientially or rationally and the favoring of a rational style of information processing were not found to be related to attitudes toward PWD. Implications for rehabilitation counselors are discussed.

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Szabo, Agnes, Colleen Ward, and Garth J. O. Fletcher. "Stress appraisal, information processing strategies, and somatic symptoms: A longitudinal study with immigrants." Journal of Health Psychology 24, no. 5 (November 21, 2016): 650–60. http://dx.doi.org/10.1177/1359105316678306.

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The study investigated threat versus challenge appraisals of acculturative stressors and their impact on the changes in psychological symptoms. It also examined information processing styles (informational, normative, and diffuse-avoidant) as moderators of these relationships. A 6-month longitudinal study with two measuring points was conducted with a sample of immigrants. Threat appraisal was associated with more psychological symptoms, and challenge appraisal interacted with information processing styles to predict the changes in somatic symptoms. Analytical and exploratory informational styles enhanced the positive effects of challenge appraisal on psychological symptoms, whereas styles involving avoidance and normative orientation to one’s home country dampened these positive effects.

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Mariappanadar, Sugumar. "The impact of dissonance in schema based leadership perceptions on employee engagement." Personnel Review 47, no. 7 (November 5, 2018): 1309–29. http://dx.doi.org/10.1108/pr-03-2017-0081.

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Purpose The purpose of this paper is to explore the possible consequences of the intra-individual level-based perceptions of participative, supportive and instrumental leadership styles and the dissonance factors of leadership styles perceptions on employee engagement using the information-processing and connectionist perspectives of leadership perceptions. Design/methodology/approach Hypotheses relating to direct and moderated effects of perceptions of leadership styles on employee engagement were tested using a two-stage intra-individual level study (n=172 in each stage). Hierarchical regression analysis was used to test the hypotheses. Findings The findings revealed that perceptions of preferred and experienced supportive leadership styles are individually important predictors of employee engagement. It was also revealed that differentiated leadership styles have stronger (complementary) effect on employee engagement when the perceptions of experienced participative and supportive leadership styles were aligned with perceptions of respective preferred leadership styles. Furthermore, it was also found that the low level compared to the high level of dissonance factor or the difference between preferred and experienced instrumental leadership style acted as a complementer on employee engagement. Research limitations/implications This study has made contributions to facilitate scholars to build better information-processing models and implicit theories for differentiated leadership and employee engagement links. Finally, the study provides new information on the consequence of perceptions of leadership style and the dissonance factor of leadership perceptions on followers’ actions such as employee engagement. Originality/value This will be the first empirical study examining the relationships between the dissonance factor of leadership perceptions of participative, supportive and instrumental styles and employee engagement.

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Ghazi A, Alowaidi Mahmoud, and Wang Hu. "Impact of individual decision-making styles on marketing information system based decision-making." International Journal Of Innovation And Economic Development 1, no. 2 (2015): 40–49. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.12.2005.

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Marketing information system (MIS) enables data processing and transformation of data into valuable information that results in a more effective decision-making from which companies benefit. However, human aspect is still an influential factor in the decision-making process. We conceptualize a connection between decision-making styles of employees, inherent in their habits and practices, and marketing innovation system based on the decision-making process. Through a detailed literature review, a link between spontaneous, individual, rational and dependent decision-making styles with quality and speed of MIS decision-making has been conceived and constructed. We suggest that decision-making styles influence both quality and speed of the decision-making process. Furthermore, quality and speed of MIS decision-making have a positive influence on radical and incremental marketing innovation. This study enriches the body of literature that focuses on the human-technology interaction and is valuable for companies implementing and using MIS to make business decisions.

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Nah, Fiona Fui-Hoon, Weiyin Hong, Liqiang Chen, and Hong-Hee Lee. "Information Search Patterns in E-Commerce Product Comparison Services." Journal of Database Management 21, no. 2 (April 2010): 26–40. http://dx.doi.org/10.4018/jdm.2010040102.

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To facilitate product selection and purchase decisions on e-commerce Web sites, the presentation of product information is very important. In this research, the authors study how disposition styles influence users’ search patterns in product comparison services of e-commerce Web sites. The results show that people use relatively more feature paths and less product paths in vertical disposition style than horizontal disposition style. The findings also indicate that there are relatively more feature paths and less product paths in the first half than second half of the information search paths. This is consistent with Gensch’s two-stage choice model which suggests that people use attribute processing to derive a consideration set before they apply alternative processing to arrive at a final choice in product comparison services.

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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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Baloğlu, Mustafa, and Paul F. Zelhart. "Concurrent Validity and Test-Retest Reliability of the Information Processing Styles." Psychological Reports 87, no. 3 (December 2000): 973–79. http://dx.doi.org/10.2466/pr0.2000.87.3.973.

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To investigate concurrent validity and test-retest reliability of the Information Processing Styles, 62 students majoring in social sciences evaluated the accuracy of the checklist in describing their dominant types. Each student had a friend who read the descriptions of the dominant type(s) of the student and rated their perceived accuracy of that categorization. Analyses indicated the inventory is reliable and valid.

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BALOGLU, MUSTAFA. "CONCURRENT VALIDITY AND TEST-RETEST RELIABILITY OF THE INFORMATION PROCESSING STYLES." Psychological Reports 87, no. 7 (2000): 973. http://dx.doi.org/10.2466/pr0.87.7.973-979.

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Mohamed, Dr Tarik N. "Thinking Styles and the Relationship with Information Processing and Students Achievements." Journal of Educational & Psychological Sciences 17, no. 1 (March 1, 2016): 349–83. http://dx.doi.org/10.12785/jeps/170112.

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Zhang, Bingxue, Chengliang Chai, Zhong Yin, and Yang Shi. "Design and Implementation of an EEG-Based Learning-Style Recognition Mechanism." Brain Sciences 11, no. 5 (May 11, 2021): 613. http://dx.doi.org/10.3390/brainsci11050613.

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Existing methods for learning-style recognition are highly subjective and difficult to implement. Therefore, the present study aimed to develop a learning-style recognition mechanism based on EEG features. The process for the mechanism included labeling learners’ actual learning styles, designing a method to effectively stimulate different learners’ internal state differences regarding learning styles, designing the data-collection method, designing the preprocessing procedure, and constructing the recognition model. In this way, we designed and verified an experimental method that can effectively stimulate learning-style differences in the information-processing dimension. In addition, we verified the effectiveness of using EEG signals to recognize learning style. The recognition accuracy of the learning-style processing dimension was 71.2%. This result is highly significant for the further exploration of using EEG signals for effective learning-style recognition.

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Claes, Laurence, Cilia Witteman, and John van den Bercken. "Situational Variability of Experiential and Rational Information-Processing Styles in Stressful Situations." European Journal of Psychological Assessment 25, no. 2 (January 2009): 107–14. http://dx.doi.org/10.1027/1015-5759.25.2.107.

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In this study, we investigated the reliability and validity of the Perceived Modes of Processing Inventory (PMPI) by Burns and D’Zurilla, which measures two types of information processing, experiential and rational. We administered the dispositional and situation-specific format of the PMPI to a sample of 64 eating-disorder (ED) patients. In the situation-specific format we manipulated the nature of the situation and the degree of emotional involvement. Results show a good reliability and validity of the dispositional and situation-specific format of the PMPI. The situation-specific format of the PMPI showed that ED patients show more rational than experiential processing in practical situations, and more experiential processing in interpersonal situations. These differences were more pronounced in situations with high emotional involvement. Finally, assessed situation-specific processing styles predicted particular ED-related behaviors and coping styles. The implications of the findings for therapeutic interventions are discussed.

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Schmid, Petra C., Marianne Schmid Mast, Dario Bombari, Fred W. Mast, and Janek S. Lobmaier. "How Mood States Affect Information Processing During Facial Emotion Recognition: An Eye Tracking Study." Swiss Journal of Psychology 70, no. 4 (December 2011): 223–31. http://dx.doi.org/10.1024/1421-0185/a000060.

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Existing research shows that a sad mood hinders emotion recognition. More generally, it has been shown that mood affects information processing. A happy mood facilitates global processing and a sad mood boosts local processing. Global processing has been described as the Gestalt-like integration of details; local processing is understood as the detailed processing of the parts. The present study investigated how mood affects the use of information processing styles in an emotion recognition task. Thirty-three participants were primed with happy or sad moods in a within-subjects design. They performed an emotion recognition task during which eye movements were registered. Eye movements served to provide information about participants’ global or local information processing style. Our results suggest that when participants were in a happy mood, they processed information more globally compared to when they were in a sad mood. However, global processing was only positively and local processing only negatively related to emotion recognition when participants were in a sad mood. When they were in a happy mood, processing style was not related to emotion recognition performance. Our findings clarify the mechanism that underlies accurate emotion recognition, which is important when one is aiming to improve this ability (i.e., via training).

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Petersen, Suni, Elisabeth Sherman-Slate, Jamie L. Straub, Robert C. Schwartz, Hanna Frost, and Nevena Damjanov. "Relationship of Depression and Anxiety to Cancer Patients' Medical Decision-Making." Psychological Reports 93, no. 2 (October 2003): 323–34. http://dx.doi.org/10.2466/pr0.2003.93.2.323.

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The purpose of this study was to examine the relation of depression and anxiety to cancer patients' medical decision-making. Participants were 79 rural and urban cancer patients undergoing chemotherapy. The four decisional styles of the Decisional Processing Model were the independent variables. Dependent variables were anxiety and depression, measured by Spielberger's State-Trait Anxiety and the Center for Disease Control Depression Scale, respectively. Consistent with the Decisional Processing Model, analysis suggested that patients make medical decisions by information seeking, information processing, advice following, or ruminating. Decisional style did not vary according to type or stage of cancer, prognosis, time elapsed since initial diagnosis, or whether cancer was initial or recurrent. Decisional style did not systematically vary with depression and anxiety suggesting how a person makes decisions is a stable personality trait. Thus, decision-making may follow a cognitive schema. It is likely that patients' decisional styles help to manage anxiety and depression when confronted with life-threatening illness. Implications for informed consent and patients' involvement in decision-making are discussed.

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Haciomeroglu, Erhan Selcuk, and Mark LaVenia. "Object-Spatial Imagery and Verbal Cognitive Styles in High School Students." Perceptual and Motor Skills 124, no. 3 (March 16, 2017): 689–702. http://dx.doi.org/10.1177/0031512517698555.

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The present study investigated object-spatial imagery and verbal cognitive styles in high school students. We analyzed the relationships between cognitive styles, object imagery ability, spatial visualization ability, verbal-logical reasoning ability, and preferred modes of processing math information. Data were collected from 348 students at six high schools in two school districts. Spatial imagery style was not correlated with object imagery style and was negatively correlated with verbal style. Object imagery style did not correlate significantly with any cognitive ability measure, whereas spatial imagery style significantly correlated with object imagery ability, spatial visualization ability, and verbal-logical reasoning ability. Lastly, spatial imagery style and verbal-logical reasoning ability significantly predicted students’ preference for efficient visual methods. The results support the cognitive style model, in which visualizers are characterized as two distinct groups who process visual-spatial information and graphic tasks in different ways.

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ZHANG, XiaoLu, and Xu CHEN. "The Neural Mechanism of Adult Attachment Styles' Differences in the Information Processing." Advances in Psychological Science 22, no. 3 (2014): 448. http://dx.doi.org/10.3724/sp.j.1042.2014.00448.

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Farrell, Beverly, and Joe Kotrlik. "Design and Evaluation of a Tool to Assess Strategical Information Processing Styles." Journal of Vocational Education Research 28, no. 2 (January 1, 2003): 141–60. http://dx.doi.org/10.5328/jver28.2.141.

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Yuan, Shupei, and Hang Lu. "“It’s Global Warming, Stupid”: Aggressive Communication Styles and Political Ideology in Science Blog Debates About Climate Change." Journalism & Mass Communication Quarterly 97, no. 4 (February 17, 2020): 1003–25. http://dx.doi.org/10.1177/1077699020904791.

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The current study examined the effects of aggressive communication styles on individuals’ pro-environmental behavioral intentions. Two underlying mechanisms—psychological reactance and expectancy violation—as well as the moderating role played by political ideology were investigated. An online experiment ( N = 423) was conducted and the results showed that more aggressive style was more likely to trigger psychological reactance and violation of expectation, liberals responded more negatively to the aggressive message than conservatives, and expectancy violation was an important mediator. The findings provide explanations for how communication styles affect individuals’ information processing and offer implications regarding selecting communication styles wisely.

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Wininger, Steven R., Jenni L. Redifer, Antony D. Norman, and Mary K. Ryle. "Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." Psychology Learning & Teaching 18, no. 3 (September 9, 2019): 221–43. http://dx.doi.org/10.1177/1475725719830301.

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The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

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Wan Shahidan, Wan Nurshazelin, Nur Rusmawati Ishak, and Siti Nor Nadrah Muhamad. "Learning Styles Preferences Using Fuzzy Logic System." Journal of Computing Research and Innovation 6, no. 1 (March 14, 2021): 54–66. http://dx.doi.org/10.24191/jcrinn.v6i1.171.

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Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.

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Pashler, Harold, Mark McDaniel, Doug Rohrer, and Robert Bjork. "Learning Styles." Psychological Science in the Public Interest 9, no. 3 (December 2008): 105–19. http://dx.doi.org/10.1111/j.1539-6053.2009.01038.x.

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The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.

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Mathews, Andrew. "Personality and Information Processing: We Are What We Encode." European Journal of Personality 26, no. 2 (March 2012): 158–63. http://dx.doi.org/10.1002/per.1852.

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This commentary addresses several questions raised by the papers in this special issue: about the nature of information processing methods in the study of personality, the degree to which processing biases are specific to certain types of information, the causal relationship between processing styles and personality, and the extent to which individual variations of information processing are automatic or can be controlled. The implications of the findings described in the papers published in this special issue for each of these questions are discussed, leading to some tentative suggestions for future research into the role of information processing as a contributory cause of personality differences. Copyright © 2012 John Wiley & Sons, Ltd.

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Mohd Ghazali, Amiera Slyazreen, Siti Fadzilah Mat Noor, and Hazura Mohamed. "E-HOSPITALITY AND TOURISM COURSE BASED ON STUDENTS' LEARNING STYLES." Asia-Pacific Journal of Information Technology and Multimedia 10, no. 01 (June 1, 2021): 100–117. http://dx.doi.org/10.17576/apjitm-2021-1001-09.

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Information processing in learning theory involves students' ability to receive and understand the information obtained. Students' ability to identify learning methods that are appropriate to the learning style plays an important role in continuously improving the quality of teaching and learning. The need to diversify learning methods today is seen as a step to refine the learning approach in line with the latest technology development. Different student learning styles affect the quality of learning and motivation for a course, especially hospitality and tourism courses. This course is given less emphasis on the theoretical aspect and only focuses on practical needs. Thus, this study examines the adaptation of student learning style based on the Felder-Silverman learning style model. Student learning styles identified through a survey study of 80 students of Hospitality and Tourism courses were used as the basis for developing the e-Hospitality and Tourism model. The resulting e-Hospitality and Tourism model can be used as a guide in technical and vocational e-Learning.

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basharpur, sajjad, and nasrin rahbari ghazani. "The Relationships of Sensory Processing Sensitivity and Information Processing Styles to Clinical Symptoms in Drug-Dependent Individuals." Research on Addiction 14, no. 57 (November 1, 2020): 293–309. http://dx.doi.org/10.29252/etiadpajohi.14.57.293.

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Eichmeier, April, and Neil Stenhouse. "Differences that don’t make much difference: Party asymmetry in open-minded cognitive styles has little relationship to information processing behavior." Research & Politics 6, no. 3 (July 2019): 205316801987204. http://dx.doi.org/10.1177/2053168019872045.

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We investigated the link between party identification and several cognitive styles that are associated with open-minded thinking. We used a web-based survey which involved participants rating the strength of an argument they initially disagreed with. Results showed that Democrats tend to score higher and Republicans tend to score lower on open-minded cognitive style variables. However, mediation analyses showed that these partisan differences in cognitive style generally have negligible relationships with how individuals assess the strength of arguments they disagree with. In other words, partisan differences in cognitive style may often make little meaningful difference to information processing.

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Constantinou, Elena, Katleen Bogaerts, Ilse Van Diest, and Omer Van den Bergh. "Influences of mood on information processing styles in high and low symptom reporters." Health Psychology Report 4 (2015): 300–311. http://dx.doi.org/10.5114/hpr.2016.55402.

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Alloy, Lauren B., Lyn Y. Abramson, Wayne G. Whitehouse, Michael E. Hogan, Nancy A. Tashman, Dena L. Steinberg, Donna T. Rose, and Patricia Donovan. "Depressogenic cognitive styles: predictive validity, information processing and personality characteristics, and developmental origins." Behaviour Research and Therapy 37, no. 6 (June 1999): 503–31. http://dx.doi.org/10.1016/s0005-7967(98)00157-0.

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Williams-Piehota, Pamela, Tamera R. Schneider, Judith Pizarro, Linda Mowad, and Peter Salovey. "Matching Health Messages to Information-Processing Styles: Need for Cognition and Mammography Utilization." Health Communication 15, no. 4 (October 2003): 375–92. http://dx.doi.org/10.1207/s15327027hc1504_01.

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Mei, Agustina. "KEMAMPUAN BERPIKIR MAHASISWA CALON GURU DALAM PENGAJUAN SOAL MATEMATIKA TIPE POST SOLUTION POSING DITINJAU DARI GAYA BELAJAR." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 3, no. 1 (December 2, 2019): 1. http://dx.doi.org/10.22373/jppm.v3i1.5137.

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This study aimed to describe the thought process student teachers in the filing of post-type math problem posing solution in terms of learning styles. Filing post about the type of solution posing as students to modify the conditions of interest or questions that have been completed to generate new problems. While the learning styles that students who have learning styles are visual, auditory and kinesthetic (V-A-K) This study used a qualitative approach and data collection techniques done with the learning styles test, test the submission of questions and interviews. This study used three students of University Mathematics Education FKIP Flores who have learning styles are visual, auditory and kinesthetic. The data analysis is done by step - step, namely the reduction of data, presenting data and draw conclusions. As for obtain valid research data, this study used triangulation of time. Subjects who have a visual learning style, can receive information by writing the note and asked on the matter and establish the mathematical model of any information contained on the matter. Subjects in processing information that could link the information given to the concept stored in memory that is the subject says the concept uses existing linear program and derivative material. In finding a way in solving strategies, subject to form models/equations to obtain a set tariff in order to gain the maximum profit. Subject to draw conclusions made about the same as the submission of test questions but changed the context of the information and asked different. Subjects who have auditory learning style, in receiving information by writing and calculating the net profits of each set price and subsequent counting using excel. Subject to process information that is subject may connect the information given to the concept stored in memory that is the subject says the concept uses existing linear program in calculating gains and losses.

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Bullini Orlandi, Ludovico, and Paul Pierce. "Analysis or intuition? Reframing the decision-making styles debate in technological settings." Management Decision 58, no. 1 (January 13, 2020): 129–45. http://dx.doi.org/10.1108/md-10-2017-1030.

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Purpose The debate over intuitive vs analytical decision-making styles began almost 40 years ago and had yet to deliver definite answers. The debate – however – has led to divergent theoretical stances and empirical results. The purpose of this paper is to investigate the role of these information processing styles in customer-related decision-making in the context of mobile technologies. Design/methodology/approach The hypotheses are derived from the contrasting theoretical propositions and empirical evidence present in the debate around decision-making styles. The study also introduces and investigates the moderating role of environmental dynamism (ED). Analyses and results are based on survey research that involves 251 managers with responsibility for organizational decision-making processes. Findings The study’s findings suggest that both intuitive and analytical styles are relevant in the actual context characterized by mobile technologies. Intuition still plays a central role in managers’ decision-making processes, but when the industry environment is highly dynamic analytical information processing also plays an essential role in supporting organizational responsiveness and performance. Practical implications This study can help managers in reconsidering the way in which they employ analytical or intuitive information processing activities inside their decision making at different levels of ED. Originality/value The novelty of this paper relies on testing hypothesis simultaneously developed by both the theoretical stances favorable to intuitive and to analytical information processing. Besides, it tests these hypotheses in the actual empirical context characterized by a transformed scenario in terms of data availability.

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Macgillivray, Richard G., and Pierre Baron. "THE INFLUENCE OF COGNITIVE PROCESSING STYLE ON COGNITIVE DISTORTION IN CLINICAL DEPRESSION." Social Behavior and Personality: an international journal 22, no. 2 (January 1, 1994): 145–56. http://dx.doi.org/10.2224/sbp.1994.22.2.145.

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Beck and his colleagues (Beck, Rush, Shaw and Emery, 1979; Sacco and Beck, 1985) have proposed that depressed people make specific depressotypic errors which are distinct from normal information processing, and which are actuated by depressogenic schemata. The theory of field dependence-independence of Witkin and his colleagues (Witkin and Goodenough, 1981), on the other hand, proposes a model of intraindividually developmentally-consistent cognitive styles, resistant to variation in clinical state. In an effort to resolve this discrepancy, it was hypothesized that the use of specific cognitive errors by clinically-depressed women would reflect their stable ongoing cognitive style, as well as their current depressive state. Thirty clinically depressed women were assessed; statistical profile analyses confirmed that field dependent women made more specific cognitive errors than field independent women. Similar but less specific findings were obtained when the effects of negative life event frequency and depression severity were statistically controlled. A prediction that style-consistent situational variables would differentially influence extent of endorsement of cognitive errors in women of different cognitive styles was not confirmed. These findings are discussed for their implications for Beck and Witkin's theories.

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DALMOLIN, Ana Cláudia, Giselle Ariana Otto MACKEIVICZ, Márcia Thaís POCHAPSKI, Gibson Luiz PILATTI, and Fábio André SANTOS. "Learning styles preferences and e-learning experience of undergraduate dental students." Revista de Odontologia da UNESP 47, no. 3 (June 2018): 175–82. http://dx.doi.org/10.1590/1807-2577.05118.

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Abstract Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

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Journal articles on the topic 'Information processing styles'

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