Sample records for spatial cognitive style

  1. Influences of gender role socialization and anxiety on spatial cognitive style.

    PubMed

    Nori, Raffaella; Mercuri, Noemi; Giusberti, Fiorella; Bensi, Luca; Gambetti, Elisa

    2009-01-01

    Research on the relationship between personality and social factors in spatial cognitive style is sparse. The present research was conducted to help fill the gap in this domain. We investigated the influence of specific personality traits (masculine/feminine, spatial and trait anxiety), state anxiety, and sex on spatial cognitive style. One hundred forty-two participants completed a battery of spatial tasks in order to assess their spatial cognitive style and filled in questionnaires about the personality traits under examination. Results showed that state anxiety, spatial anxiety, sex, and masculine/feminine trait of personality are predictors of spatial cognitive style. More specifically, it seems that masculine/feminine trait mediates the relationship between sex and spatial cognitive style. Such findings confirm the importance of personality in determining differences in spatial representation.

  2. Cognitive styles and mental rotation ability in map learning.

    PubMed

    Pazzaglia, Francesca; Moè, Angelica

    2013-11-01

    In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1:109-125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.

  3. Object-Spatial Visualization and Verbal Cognitive Styles, and Their Relation to Cognitive Abilities and Mathematical Performance

    ERIC Educational Resources Information Center

    Haciomeroglu, Erhan Selcuk

    2016-01-01

    The present study investigated the object-spatial visualization and verbal cognitive styles among high school students and related differences in spatial ability, verbal-logical reasoning ability, and mathematical performance of those students. Data were collected from 348 students enrolled in Advanced Placement calculus courses at six high…

  4. Effects of Spatial Experiences & Cognitive Styles in the Solution Process of Space-Based Design Problems in the First Year of Architectural Design Education

    ERIC Educational Resources Information Center

    Erkan Yazici, Yasemin

    2013-01-01

    There are many factors that influence designers in the architectural design process. Cognitive style, which varies according to the cognitive structure of persons, and spatial experience, which is created with spatial data acquired during life are two of these factors. Designers usually refer to their spatial experiences in order to find solutions…

  5. Spatial Visualisation and Cognitive Style: How Do Gender Differences Play Out?

    ERIC Educational Resources Information Center

    Ramful, Ajay; Lowrie, Tom

    2015-01-01

    This study investigated potential gender differences in a sample of 807 Year 6 Singaporean students in relation to two variables: spatial visualisation ability and cognitive style. In contrast to the general trend, overall there were no significant gender differences on spatial visualisation ability. However, gender differences were prevalent…

  6. Different Dimensions of Cognitive Style in Typical and Atypical Cognition: New Evidence and a New Measurement Tool.

    PubMed

    Mealor, Andy D; Simner, Julia; Rothen, Nicolas; Carmichael, Duncan A; Ward, Jamie

    2016-01-01

    We developed the Sussex Cognitive Styles Questionnaire (SCSQ) to investigate visual and verbal processing preferences and incorporate global/local processing orientations and systemising into a single, comprehensive measure. In Study 1 (N = 1542), factor analysis revealed six reliable subscales to the final 60 item questionnaire: Imagery Ability (relating to the use of visual mental imagery in everyday life); Technical/Spatial (relating to spatial mental imagery, and numerical and technical cognition); Language & Word Forms; Need for Organisation; Global Bias; and Systemising Tendency. Thus, we replicate previous findings that visual and verbal styles are separable, and that types of imagery can be subdivided. We extend previous research by showing that spatial imagery clusters with other abstract cognitive skills, and demonstrate that global/local bias can be separated from systemising. Study 2 validated the Technical/Spatial and Language & Word Forms factors by showing that they affect performance on memory tasks. In Study 3, we validated Imagery Ability, Technical/Spatial, Language & Word Forms, Global Bias, and Systemising Tendency by issuing the SCSQ to a sample of synaesthetes (N = 121) who report atypical cognitive profiles on these subscales. Thus, the SCSQ consolidates research from traditionally disparate areas of cognitive science into a comprehensive cognitive style measure, which can be used in the general population, and special populations.

  7. Different Dimensions of Cognitive Style in Typical and Atypical Cognition: New Evidence and a New Measurement Tool

    PubMed Central

    Mealor, Andy D.; Simner, Julia; Rothen, Nicolas; Carmichael, Duncan A.; Ward, Jamie

    2016-01-01

    We developed the Sussex Cognitive Styles Questionnaire (SCSQ) to investigate visual and verbal processing preferences and incorporate global/local processing orientations and systemising into a single, comprehensive measure. In Study 1 (N = 1542), factor analysis revealed six reliable subscales to the final 60 item questionnaire: Imagery Ability (relating to the use of visual mental imagery in everyday life); Technical/Spatial (relating to spatial mental imagery, and numerical and technical cognition); Language & Word Forms; Need for Organisation; Global Bias; and Systemising Tendency. Thus, we replicate previous findings that visual and verbal styles are separable, and that types of imagery can be subdivided. We extend previous research by showing that spatial imagery clusters with other abstract cognitive skills, and demonstrate that global/local bias can be separated from systemising. Study 2 validated the Technical/Spatial and Language & Word Forms factors by showing that they affect performance on memory tasks. In Study 3, we validated Imagery Ability, Technical/Spatial, Language & Word Forms, Global Bias, and Systemising Tendency by issuing the SCSQ to a sample of synaesthetes (N = 121) who report atypical cognitive profiles on these subscales. Thus, the SCSQ consolidates research from traditionally disparate areas of cognitive science into a comprehensive cognitive style measure, which can be used in the general population, and special populations. PMID:27191169

  8. Students’ Spatial Performance: Cognitive Style and Sex Differences

    NASA Astrophysics Data System (ADS)

    Hanifah, U.; Juniati, D.; Siswono, T. Y. E.

    2018-01-01

    This study aims at describing the students’ spatial abilities based on cognitive styles and sex differences. Spatial abilities in this study include 5 components, namely spatial perception, spatial visualization, mental rotation, spatial relations, and spatial orientation. This research is descriptive research with qualitative approach. The subjects in this research were 4 students of junior high school, there were 1 male FI, 1 male FD, 1 female FI, and 1 female FI. The results showed that there are differences in spatial abilities of the four subjects that are on the components of spatial visualization, mental rotation, and spatial relations. The differences in spatial abilities were found in methods / strategies used by each subject to solve each component problem. The differences in cognitive styles and sex suggested different choice of strategies used to solve problems. The male students imagined the figures but female students needed the media to solve the problem. Besides sex, the cognitive style differences also have an effect on solving a problem. In addition, FI students were not affected by distracting information but FD students could be affected by distracting information. This research was expected to contribute knowledge and insight to the readers, especially for math teachers in terms of the spatial ability of the students so that they can optimize their students’ spatial ability.

  9. Global-local processing relates to spatial and verbal processing: implications for sex differences in cognition.

    PubMed

    Pletzer, Belinda; Scheuringer, Andrea; Scherndl, Thomas

    2017-09-05

    Sex differences have been reported for a variety of cognitive tasks and related to the use of different cognitive processing styles in men and women. It was recently argued that these processing styles share some characteristics across tasks, i.e. male approaches are oriented towards holistic stimulus aspects and female approaches are oriented towards stimulus details. In that respect, sex-dependent cognitive processing styles share similarities with attentional global-local processing. A direct relationship between cognitive processing and global-local processing has however not been previously established. In the present study, 49 men and 44 women completed a Navon paradigm and a Kimchi Palmer task as well as a navigation task and a verbal fluency task with the goal to relate the global advantage (GA) effect as a measure of global processing to holistic processing styles in both tasks. Indeed participants with larger GA effects displayed more holistic processing during spatial navigation and phonemic fluency. However, the relationship to cognitive processing styles was modulated by the specific condition of the Navon paradigm, as well as the sex of participants. Thus, different types of global-local processing play different roles for cognitive processing in men and women.

  10. Gender effects on mental rotation in pilots vs. nonpilots.

    PubMed

    Verde, Paola; Piccardi, Laura; Bianchini, Filippo; Trivelloni, Pierandrea; Guariglia, Cecilia; Tomao, Enrico

    2013-07-01

    Mental rotation ability has an important role in human navigation and, together with other cognitive abilities such as processing speed, working memory, and attention, is crucial for aircraft navigation. In the human performance literature, mental rotation tasks have consistently yielded reports of gender differences favoring men. The aim of this study was to compare the gender difference measured in a specialized population of aviators vs. a matched population of nonpilots. : Studied were 41 pilots (20 men and 21 women) and 38 nonpilots (20 men and 18 women) matched for age and education. Pilots were stratified for flying hours. Participants performed a mental rotation task (MRT) in which accuracy and response time were recorded, and also completed sense-of-direction (SOD) and spatial cognitive styles self-evaluation scales. Men had significantly smaller response time in the MRT (men 279.6 +/- 147.0 s, women 401.6 +/- 361.3) and greater SOD (men's score 49.1 +/- 8.6, women's score 46.6 +/- 7.8), but these differences were absent among pilots. A positive relationship was also identified between pilots' response times and their flight hours. These data suggest that the effect of gender on the speed of cognitive spatial processing is absent in a population with aviation experience. Gender effects may be associated with a low spatial cognitive style, whereas in groups such as aviators, who are expected to have high spatial cognitive style, other factors such as experience may come into play.

  11. Creativity, visualization abilities, and visual cognitive style.

    PubMed

    Kozhevnikov, Maria; Kozhevnikov, Michael; Yu, Chen Jiao; Blazhenkova, Olesya

    2013-06-01

    Despite the recent evidence for a multi-component nature of both visual imagery and creativity, there have been no systematic studies on how the different dimensions of creativity and imagery might interrelate. The main goal of this study was to investigate the relationship between different dimensions of creativity (artistic and scientific) and dimensions of visualization abilities and styles (object and spatial). In addition, we compared the contributions of object and spatial visualization abilities versus corresponding styles to scientific and artistic dimensions of creativity. Twenty-four undergraduate students (12 females) were recruited for the first study, and 75 additional participants (36 females) were recruited for an additional experiment. Participants were administered a number of object and spatial visualization abilities and style assessments as well as a number of artistic and scientific creativity tests. The results show that object visualization relates to artistic creativity and spatial visualization relates to scientific creativity, while both are distinct from verbal creativity. Furthermore, our findings demonstrate that style predicts corresponding dimension of creativity even after removing shared variance between style and visualization ability. The results suggest that styles might be a more ecologically valid construct in predicting real-life creative behaviour, such as performance in different professional domains. © 2013 The British Psychological Society.

  12. Spatial Strategy Use during Logo Mastery: The Impact of Cognitive Style and Development Level.

    ERIC Educational Resources Information Center

    Easton, Charles E.; Watson, J. Allen

    1993-01-01

    Tested the Watson and Busch model of how children learn LOGO programing. Investigated second- and fifth-grade students' stage of cognitive development, stylistic preferences, and strategy usage. Field-independent children showed a marginal advantage over field-dependent children in learning to program in LOGO. (MM)

  13. Verbalizing, Visualizing, and Navigating: The Effect of Strategies on Encoding a Large-Scale Virtual Environment

    PubMed Central

    Kraemer, David J.M.; Schinazi, Victor R.; Cawkwell, Philip B.; Tekriwal, Anand; Epstein, Russell A.; Thompson-Schill, Sharon L.

    2016-01-01

    Using novel virtual cities, we investigated the influence of verbal and visual strategies on the encoding of navigation-relevant information in a large-scale virtual environment. In two experiments, participants watched videos of routes through four virtual cities and were subsequently tested on their memory for observed landmarks and on their ability to make judgments regarding the relative directions of the different landmarks along the route. In the first experiment, self-report questionnaires measuring visual and verbal cognitive styles were administered to examine correlations between cognitive styles, landmark recognition, and judgments of relative direction. Results demonstrate a tradeoff in which the verbal cognitive style is more beneficial for recognizing individual landmarks than for judging relative directions between them, whereas the visual cognitive style is more beneficial for judging relative directions than for landmark recognition. In a second experiment, we manipulated the use of verbal and visual strategies by varying task instructions given to separate groups of participants. Results confirm that a verbal strategy benefits landmark memory, whereas a visual strategy benefits judgments of relative direction. The manipulation of strategy by altering task instructions appears to trump individual differences in cognitive style. Taken together, we find that processing different details during route encoding, whether due to individual proclivities (Experiment 1) or task instructions (Experiment 2), results in benefits for different components of navigation relevant information. These findings also highlight the value of considering multiple sources of individual differences as part of spatial cognition investigations. PMID:27668486

  14. What changed during the axial age: Cognitive styles or reward systems?

    PubMed Central

    Baumard, Nicolas; Hyafil, Alexandre; Boyer, Pascal

    2015-01-01

    The ‘Axial Age’ (500–300 BCE) refers to the period during which most of the main religious and spiritual traditions emerged in Eurasian societies. Although the Axial Age has recently been the focus of increasing interest,1-5 its existence is still very much in dispute. The main reason for questioning the existence of the Axial Age is that its nature, as well as its spatial and temporal boundaries, remain very much unclear. The standard approach to the Axial Age defines it as a change of cognitive style, from a narrative and analogical style to a more analytical and reflective style, probably due to the increasing use of external memory tools. Our recent research suggests an alternative hypothesis, namely a change in reward orientation, from a short-term materialistic orientation to a long-term spiritual one.6 Here, we briefly discuss these 2 alternative definitions of the Axial Age. PMID:27066164

  15. Navigational Style Influences Eye Movement Pattern during Exploration and Learning of an Environmental Map

    PubMed Central

    Piccardi, Laura; De Luca, Maria; Nori, Raffaella; Palermo, Liana; Iachini, Fabiana; Guariglia, Cecilia

    2016-01-01

    During navigation people may adopt three different spatial styles (i.e., Landmark, Route, and Survey). Landmark style (LS) people are able to recall familiar landmarks but cannot combine them with directional information; Route style (RS) people connect landmarks to each other using egocentric information about direction; Survey style (SS) people use a map-like representation of the environment. SS individuals generally navigate better than LS and RS people. Fifty-one college students (20 LS; 17 RS, and 14 SS) took part in the experiment. The spatial cognitive style (SCS) was assessed by means of the SCS test; participants then had to learn a schematic map of a city, and after 5 min had to recall the path depicted on it. During the learning and delayed recall phases, eye-movements were recorded. Our intent was to investigate whether there is a peculiar way to explore an environmental map related to the individual’s spatial style. Results support the presence of differences in the strategy used by the three spatial styles for learning the path and its delayed recall. Specifically, LS individuals produced a greater number of fixations of short duration, while the opposite eye movement pattern characterized SS individuals. Moreover, SS individuals showed a more spread and comprehensive explorative pattern of the map, while LS individuals focused their exploration on the path and related targets. RS individuals showed a pattern of exploration at a level of proficiency between LS and SS individuals. We discuss the clinical and anatomical implications of our data. PMID:27445735

  16. Effect of Cognitive Style on Learning and Retrieval of Navigational Environments.

    PubMed

    Boccia, Maddalena; Vecchione, Francesca; Piccardi, Laura; Guariglia, Cecilia

    2017-01-01

    Field independence (FI) has been found to correlate with a wide range of cognitive processes requiring cognitive restructuring. Cognitive restructuring, that is going beyond the information given by the setting, is pivotal in creating stable mental representations of the environment, the so-called "cognitive maps," and it affects visuo-spatial abilities underpinning environmental navigation. Here we evaluated whether FI, by fostering cognitive restructuring of environmental cues on the basis of an internal frame of reference, affects the learning and retrieval of a novel environment. Fifty-four participants were submitted to the Embedded Figure Test (EFT) for assessing their Cognitive Style (CS) and to the Perspective Taking/Spatial Orientation Test (PTSOT) and the Santa Barbara Sense of Direction Scale (SBSOD) for assessing their spatial perspective taking and orientation skills. They were also required to learn a path in a novel, real environment (route learning, RL), to recognize landmarks of this path among distracters (landmark recognition, LR), to order them (landmark ordering, LO) and to draw the learned path on a map (map drawing, MD). Retrieval tasks were performed both immediately after learning (immediate-retrieval) and the day after (24 h-retrieval). Performances on EFT significantly correlated with the time needed to learn the path, with MD (both in the immediate- and in the 24 h- retrievals), results on LR (in 24-retrieval) and performances on PTSOT. Interestingly, we found that gender interacted with CS on RL (time of learning) and MD. Females performed significantly worse than males only if they were classified as FD, but did not differ from males if they were classified as FI. These results suggest that CS affects learning and retrieval of navigational environment, especially when a map-like representation is required. We propose that CS may be pivotal in forming the cognitive map of the environment, likely due to the higher ability of FI individuals in restructuring environmental cues in a global and flexible long-term representation of the environment.

  17. Predictors of Future Performance in Architectural Design Education

    ERIC Educational Resources Information Center

    Roberts, A. S.

    2007-01-01

    The link between academic performance in secondary education and the subsequent performance of students studying architecture at university level is commonly questioned by educators and admissions tutors. This paper investigates the potential for using measures of cognitive style and spatial ability as predictors of future potential in…

  18. The Relationship between Department Chairperson's Cognitive Style, Faculty Members' Cognitive Style, and Student Perceptions of Teaching Effectiveness

    ERIC Educational Resources Information Center

    Smith-Sterling, Carolyn L.

    2011-01-01

    The purpose of this study was to determine whether faculty members with cognitive styles that match the cognitive styles of their department chairpersons are more effective than faculty members whose cognitive styles do not match that of their department chairpersons. Additionally, this study investigated the relationship between faculty members'…

  19. Analysis of Mathematics Critical Thinking Students in Junior High School Based on Cognitive Style

    NASA Astrophysics Data System (ADS)

    Agoestanto, A.; Sukestiyarno, YL; Rochmad

    2017-04-01

    The purpose of this research was to determine the critical thinking ability of mathematics from junior high school students based on FI and FD cognitive style. Data of this research were taken from students grade VIII at SMPN 2 Ambarawa. The research method used a descriptive qualitative approach. Data was taken with a testing method; the critical thinking was measured with WGCTA which is modified with mathematical problems, the cognitive style was measured with GEFT. The student’s test result was analysed, then four students were selected, the two of them are FI cognitive style, and the others are FD cognitive style, for qualitative analysis. The result showed that the ability of mathematics critical thinking students with FI cognitive style is better than FD cognitive style on the ability of inference, assumption, deduction, and interpretation. While on the aspect of argument evaluation, mathematics critical thinking ability of students with FD cognitive style is a little better than students with FI cognitive style.

  20. Assessing the effect of cognitive styles with different learning modes on learning outcome.

    PubMed

    Liao, Chechen; Chuang, Shu-Hui

    2007-08-01

    In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

  1. Cross-Lagged Associations Between Adolescents' Depressive Symptoms and Negative Cognitive Style: The Role of Negative Life Events.

    PubMed

    Kindt, Karlijn C M; Kleinjan, Marloes; Janssens, Jan M A M; Scholte, Ron H J

    2015-11-01

    Previous research has established that cognitive theory-based depression prevention programs aiming change in negative cognitive style in early adolescents do not have strong effects in universal settings. Although theories suggest that a negative cognitive style precedes depressive symptoms, empirical findings are mixed. We hypothesized that negative cognitive style may not predict depressive symptoms in adolescents with normative depressive symptoms. Depressive symptoms, negative cognitive style and dependent negative life events were assessed in young adolescents (N = 1343; mean age = 13.4 years, SD = 0.77; 52.3 % girls) at four time points over an 18-month period. Using a cross-lagged panel design, results revealed that depressive symptoms predicted a negative cognitive style but not vice versa. However, when including dependent negative life events as a variable, depressive symptoms did not prospect a negative cognitive style consistently. When dependent negative life events were used as a time-varying covariate, depressive symptoms and a negative cognitive style were not related. We concluded that negative cognitive style is not predictive of depressive symptoms in a community sample of young adolescents. Moreover, the findings suggest that longitudinal relationships between depressive symptoms and a negative cognitive style are not meaningful when dependent negative life events are not considered.

  2. Visual and Analytic Strategies in Geometry

    ERIC Educational Resources Information Center

    Kospentaris, George; Vosniadou, Stella; Kazic, Smaragda; Thanou, Emilian

    2016-01-01

    We argue that there is an increasing reliance on analytic strategies compared to visuospatial strategies, which is related to geometry expertise and not on individual differences in cognitive style. A Visual/Analytic Strategy Test (VAST) was developed to investigate the use of visuo-spatial and analytic strategies in geometry in 30 mathematics…

  3. Cognitive Styles in Admission Procedures for Assessing Candidates of Architecture

    ERIC Educational Resources Information Center

    Casakin, Hernan; Gigi, Ariela

    2016-01-01

    Cognitive style has a strong predictive power in academic and professional success. This study investigated the cognitive profile of candidates studying architecture. Specifically, it explored the relation between visual and verbal cognitive styles, and the performance of candidates in admission procedures. The cognitive styles of candidates who…

  4. Cognitive Style as Environmentally Sensitive Individual Differences in Cognition: A Modern Synthesis and Applications in Education, Business, and Management.

    PubMed

    Kozhevnikov, Maria; Evans, Carol; Kosslyn, Stephen M

    2014-05-01

    The key aims of this article are to relate the construct of cognitive style to current theories in cognitive psychology and neuroscience and to outline a framework that integrates the findings on individual differences in cognition across different disciplines. First, we characterize cognitive style as patterns of adaptation to the external world that develop on the basis of innate predispositions, the interactions among which are shaped by changing environmental demands. Second, we show that research on cognitive style in psychology and cross-cultural neuroscience, on learning styles in education, and on decision-making styles in business and management all address the same phenomena. Third, we review cognitive-psychology and neuroscience research that supports the validity of the concept of cognitive style. Fourth, we show that various styles from disparate disciplines can be organized into a single taxonomy. This taxonomy allows us to integrate all the well-documented cognitive, learning, and decision-making styles; all of these style types correspond to adaptive systems that draw on different levels of information processing. Finally, we discuss how the proposed approach might promote greater coherence in research and application in education, in business and management, and in other disciplines. © The Author(s) 2014.

  5. The Influences of Cognitive Styles on Individual Learning and Collaborative Learning

    ERIC Educational Resources Information Center

    Chen, Sherry Y.; Chang, Li-Ping

    2016-01-01

    Both individual learning (IL) and collaborative learning (CL) provide students with different benefits. However, previous research indicates that cognitive styles affect students' learning preferences. Thus, it is necessary to examine how cognitive styles influence students' reactions to IL and CL. Among various cognitive styles, Pask's…

  6. Relationship of Cognitive Style and Job Level: First Demonstration of Cultural Differences

    PubMed Central

    Kageyama, Tetsuya; Sugiura, Motoaki

    2017-01-01

    Higher-level managers are said to have a more intuitive cognitive style. To verify this hypothesis, we must consider three factors that have often been left out of account. Previous studies, related to managerial cognitive style and job level, used a unidimensional model of cognitive style, did not consider age, and have mainly been conducted in the UK. Our study replicated previous studies on a population of 1,533 Japanese fulltime workers, using a questionnaire based on a two-dimensional model of cognitive style and setting a frame by age for each job level. Our results showed that higher job levels are associated with more rational cognitive styles. There were significant main effects of the interaction of job level and job level by age in rational thinking style. There was no correlation between intuition and job level. Our findings are the first demonstration that the relationship between job level and cognitive style likely depends on culture. PMID:28790961

  7. Relationship of Cognitive Style and Job Level: First Demonstration of Cultural Differences.

    PubMed

    Kageyama, Tetsuya; Sugiura, Motoaki

    2017-01-01

    Higher-level managers are said to have a more intuitive cognitive style. To verify this hypothesis, we must consider three factors that have often been left out of account. Previous studies, related to managerial cognitive style and job level, used a unidimensional model of cognitive style, did not consider age, and have mainly been conducted in the UK. Our study replicated previous studies on a population of 1,533 Japanese fulltime workers, using a questionnaire based on a two-dimensional model of cognitive style and setting a frame by age for each job level. Our results showed that higher job levels are associated with more rational cognitive styles. There were significant main effects of the interaction of job level and job level by age in rational thinking style. There was no correlation between intuition and job level. Our findings are the first demonstration that the relationship between job level and cognitive style likely depends on culture.

  8. [Reflections on physical spaces and mental spaces].

    PubMed

    Chen, Hung-Yi

    2013-08-01

    This article analyzes certain reciprocal impacts from physical spaces to mental spaces. If the epistemological construction and the spatial imagination from the subject of cogito or the social collectivities are able to influence the construction and creation of the physical spaces of that subject, then the context of that physical space may also affect the cognitive or social subject's mental cognition. This article applies the methodology of iconology from art history (E. Panofsky) and sociology (P. Bourdieu) to explore correlations between the creation of imaginative and physical spaces from the collective consciousness and mental cognition. The author uses Gilles Deleuses's opinion regarding the 17th-century Baroque style and contemporary social collective symptoms as an explanation. From these theoretical studies, the author analyzes the differences of spatial epistemology generated by Taiwan's special geological text. Finally, the author applies Michel Foucault's studies on spatial context to assess the possible application of this thesis of reciprocal impacts from mental spaces to physical spaces in a nursing context.

  9. Negative Cognitive Style Trajectories in the Transition to Adolescence

    ERIC Educational Resources Information Center

    Mezulis, Amy; Funasaki, Kristyn; Hyde, Janet Shibley

    2011-01-01

    The development of negative cognitive style was examined in a longitudinal study of 366 community youth. Cognitive style and depressive symptoms were evaluated at ages 11, 13, and 15. Latent growth mixture modeling identified three unique trajectory patterns of negative cognitive style. The "normative" group (71% of the sample) displayed the least…

  10. A Study of Gender Differences in Cognitive Style and Conative Volition.

    ERIC Educational Resources Information Center

    Fritz, Robert L.

    Witkin's field-dependence cognitive style theory predicts that females are more likely to have a social or field-dependent cognitive style, whereas males will more often have an analytical or field-independent cognitive style. Data from 144 secondary marketing education students (62 males, 82 females) from three secondary schools in northern…

  11. The Effect of a Depression Prevention Program on Negative Cognitive Style Trajectories in Early Adolescents

    ERIC Educational Resources Information Center

    Kindt, Karlijn C. M.; Kleinjan, Marloes; Janssens, Jan M. A. M.; Scholte, Ron H. J.

    2016-01-01

    As restructuring a negative cognitive style is a central skill taught in many depression prevention programs, we tested whether a universal prevention program evoked a change in negative cognitive style in adolescents. In addition, we examined distinct developmental trajectories of negative cognitive styles and assessed whether research condition…

  12. Influence of impulsivity-reflexivity when testing dynamic spatial ability: sex and g differences.

    PubMed

    Quiroga, M Angeles; Hernández, José Manuel; Rubio, Victor; Shih, Pei Chun; Santacreu, José

    2007-11-01

    This work analyzes the possibility that the differences in the performance of men and women in dynamic spatial tasks such as the Spatial Orientation Dynamic Test-Revised (SODT-R; Santacreu & Rubio, 1998), obtained in previous works, are due to cognitive style (Reflexivity-Impulsivity) or to the speed-accuracy tradeoff (SATO) that the participants implement. If these differences are due to cognitive style, they would be independent of intelligence, whereas if they are due to SATO, they may be associated with intelligence. In this work, 1652 participants, 984 men and 668 women, ages between 18 and 55 years, were assessed. In addition to the SODT-R, the "Test de Razonamiento Analitico, Secuencial e Inductivo" (TRASI [Analytical, Sequential, and Inductive Reasoning Test]; Rubio & Santacreu, 2003) was administered as a measure of general intelligence. Impulsivity scores (Zi) of Salkind and Wright (1977) were used to analyze reflexivity-impulsivity and SATO. The results obtained indicate that (a) four performance groups can be identified: Fast-accurate, Slow-inaccurate, Impulsive, and Reflexive. The first two groups solve the task as a function of a competence variable and the last two as a function of a personality variable; (b) performance differences should be attributed to SATO; (c) SATO differs depending on sex and intelligence level.

  13. Metacognitive ability of male students: difference impulsive-reflective cognitive style

    NASA Astrophysics Data System (ADS)

    Muhtarom; Sugiyanti; Utami, R. E.; Indriana, K.

    2018-03-01

    This study revealed the metacognitive activity of male students in impulsive cognitive and reflective cognitive style in solving mathematical problems, especially in the material of plane. One student of impulsive cognitive style and one student of reflective cognitive-style were selected to be the subjects of the study. Data were collected by giving written test of problem solving and interview. Data analysis was done through data reduction, data presentation, data interpretation and conclusion. The results showed that male student of reflective cognitive style was meticulous and careful in solving the problem so as to obtain correct answers, while the impulsive cognitive style student had the characteristics of using a short time in solving the problem, but less careful so that the answers tended to be wrong

  14. Cognitive Styles and Distance Education.

    ERIC Educational Resources Information Center

    Liu, Yuliang; Ginther, Dean

    1999-01-01

    Considers how to adapt the design of distance education to students' cognitive styles. Discusses cognitive styles, including field dependence versus independence, holistic-analytic, sensory preference, hemispheric preferences, and Kolb's Learning Style Model; and the characteristics of distance education, including technology. (Contains 92…

  15. Analysis of Student-Teacher Cognitive Styles Interaction: An Approach to Understanding Learner Performance

    ERIC Educational Resources Information Center

    Sellah, Lusweti; Jacinta, Kwena; Helen, Mondoh

    2017-01-01

    Cognitive styles are persistent patterns of behavior that determine how an individual acquires and processes information. In the classroom the cognitive styles of the teacher interact with those of the learner resulting in differential understanding. This study which is informed by cognitive styles theories is a descriptive study that examined the…

  16. Antecedents of Looming Cognitive Style: Associations With Reported Perceived Parenting and Attachment.

    PubMed

    Altan-Atalay, Ayşe; Ayvaşık, Halise Belgin

    2018-01-01

    Looming Cognitive Style, which was proposed as cognitive vulnerability model specific for anxiety disorders, suggests that anxiety-prone individuals have a tendency to perceive threats and dangers as getting closer, becoming larger, and more agonizing every passing minute. Yet, very few studies focused on the family-related variables that are associated with development of Looming Cognitive Style. This study aims to investigate the relationship of Looming Cognitive Style with measures perceived parenting and attachment. A cross-sectional study was conducted with 389 university students aged between 18 and 35 as participants. The participants were assessed through Looming Cognitive Style, perceived parenting, attachment anxiety, and avoidance. Hierarchical regression analyses indicated Looming Cognitive Style to be significantly predicted by maternal overprotection and anxiety dimension of attachment. The results are important in understanding how parenting-related variables are related to development of cognitive vulnerabilities specific to anxiety disorders.

  17. The Positive Effects of Cognitive Learning Styles in ELT Classes

    ERIC Educational Resources Information Center

    Yagcioglu, Ozlem

    2016-01-01

    In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted.…

  18. Evaluating the Relationship between Cognitive Style and Pre-Service Teachers' Preconceived Notions about Adopting Console Video Games for Use in Future Classrooms

    ERIC Educational Resources Information Center

    McDaniel, Rudy; Kenny, Robert

    2013-01-01

    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…

  19. Maternal control, cognitive style, and childhood anxiety: a test of a theoretical model in a multi-ethnic sample.

    PubMed

    Creveling, C Christiane; Varela, R Enrique; Weems, Carl F; Corey, David M

    2010-08-01

    This study tested a theoretical model of the interrelations among controlling parenting, negative cognitive styles, children's anxiety, and race/ethnicity. The model suggests that, in general, cognitive style mediates the relation between maternal control and child anxiety but that the set of associations may differ as a function of ethnicity. African American (n = 235), Latin American (n = 56), and European American (n = 136) children completed measures of their anxiety, cognitive schemas reflecting impaired autonomy/performance and disconnection/rejection domains, and maternal control. Results indicated that a disconnection/rejection negative cognitive style mediated the effect of perceived maternal control on childhood anxiety only for the European American group. Maternal control was associated with the impaired autonomy/performance cognitive style for each of the three ethnic groups and with a disconnection/rejection cognitive style only for the European American and Latin American groups. Maternal control had an indirect effect on anxiety through the disconnection/rejection cognitive style for the Latin American group. The results are discussed in terms of how the model presented extends current theories of anxiety problems to African American and Latin American children by noting that significant cultural variations may exist in how parenting practices and cognitive styles relate to children's anxiety levels.

  20. Historical Development of Learning Style Inventories from Dichotomous Cognitive Concepts of Field Dependence and Field Independence to Multi-Dimensional Assessment.

    ERIC Educational Resources Information Center

    Tamaoka, Katsuo

    The historical development of learning style inventories is examined from the dichotomous concepts of cognitive styles to multidimensional assessment. Based on a series of experiments on vertical perception, H. A. Witkin formed the concepts of field-dependent and field-independent cognitive styles. Using the term "learning styles"…

  1. Interparental conflict, parenting, and childhood depression in a diverse urban population: the role of general cognitive style.

    PubMed

    O'Donnell, Ellen H; Moreau, Melissa; Cardemil, Esteban V; Pollastri, Alisha

    2010-01-01

    Research on the mechanisms by which interparental conflict (IPC) affects child depression suggests that both parenting and children's conflict appraisals play important roles, but few studies have explored the role of general cognitive style or included both parenting and cognitions in the same design. Moreover, the effects of IPC on minority children are not well understood. In this longitudinal study, parenting was examined as a mediator of the relation between increasing IPC and change in depression. General cognitive style was included as a moderator. The combined influence of parenting and cognitions was also explored. A racially and ethnically diverse sample of 88 fifth and sixth graders from two urban schools reported their cognitive style, depressive symptoms, and perceptions of conflict and parenting at two time points separated by one year. Parental warmth/rejection mediated the relation between IPC and depression, and general cognitive style acted as a moderator. Parenting, cognitive style, and IPC did not significantly interact to predict change in depression over time. Findings indicate that both parenting and children's general cognitive style play a role in understanding the impact of increasing IPC on children's well-being.

  2. Cognitive Style Predictors of Affect Change in Older Adults

    ERIC Educational Resources Information Center

    Isaacowitz, Derek M.; Seligman, Martin E. P.

    2002-01-01

    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.…

  3. Analytic cognitive style predicts religious and paranormal belief.

    PubMed

    Pennycook, Gordon; Cheyne, James Allan; Seli, Paul; Koehler, Derek J; Fugelsang, Jonathan A

    2012-06-01

    An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement (attendance at religious services, praying, etc.), conventional religious beliefs (heaven, miracles, etc.) and paranormal beliefs (extrasensory perception, levitation, etc.) with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and paranormal beliefs when controlling for cognitive ability as well as religious engagement, sex, age, political ideology, and education. Participants more willing to engage in analytic reasoning were less likely to endorse supernatural beliefs. Further, an association between analytic cognitive style and religious engagement was mediated by religious beliefs, suggesting that an analytic cognitive style negatively affects religious engagement via lower acceptance of conventional religious beliefs. Results for types of God belief indicate that the association between an analytic cognitive style and God beliefs is more nuanced than mere acceptance and rejection, but also includes adopting less conventional God beliefs, such as Pantheism or Deism. Our data are consistent with the idea that two people who share the same cognitive ability, education, political ideology, sex, age and level of religious engagement can acquire very different sets of beliefs about the world if they differ in their propensity to think analytically. Copyright © 2012 Elsevier B.V. All rights reserved.

  4. Assessment of cognitive bias in decision-making and leadership styles among critical care nurses: a mixed methods study.

    PubMed

    Lean Keng, Soon; AlQudah, Hani Nawaf Ibrahim

    2017-02-01

    To raise awareness of critical care nurses' cognitive bias in decision-making, its relationship with leadership styles and its impact on care delivery. The relationship between critical care nurses' decision-making and leadership styles in hospitals has been widely studied, but the influence of cognitive bias on decision-making and leadership styles in critical care environments remains poorly understood, particularly in Jordan. Two-phase mixed methods sequential explanatory design and grounded theory. critical care unit, Prince Hamza Hospital, Jordan. Participant sampling: convenience sampling Phase 1 (quantitative, n = 96), purposive sampling Phase 2 (qualitative, n = 20). Pilot tested quantitative survey of 96 critical care nurses in 2012. Qualitative in-depth interviews, informed by quantitative results, with 20 critical care nurses in 2013. Descriptive and simple linear regression quantitative data analyses. Thematic (constant comparative) qualitative data analysis. Quantitative - correlations found between rationality and cognitive bias, rationality and task-oriented leadership styles, cognitive bias and democratic communication styles and cognitive bias and task-oriented leadership styles. Qualitative - 'being competent', 'organizational structures', 'feeling self-confident' and 'being supported' in the work environment identified as key factors influencing critical care nurses' cognitive bias in decision-making and leadership styles. Two-way impact (strengthening and weakening) of cognitive bias in decision-making and leadership styles on critical care nurses' practice performance. There is a need to heighten critical care nurses' consciousness of cognitive bias in decision-making and leadership styles and its impact and to develop organization-level strategies to increase non-biased decision-making. © 2016 John Wiley & Sons Ltd.

  5. The Effects of Mood, Cognitive Style, and Cognitive Ability on Implicit Learning

    ERIC Educational Resources Information Center

    Pretz, Jean E.; Totz, Kathryn Sentman; Kaufman, Scott Barry

    2010-01-01

    In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both…

  6. Self-Instructional Cognitive Training to Reduce Impulsive Cognitive Style in Children with Attention Deficit with Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Rivera-Flores, Gladys Wilma

    2015-01-01

    Introduction: Children with attention deficit with hyperactivity disorder (ADHD) have an impulsive, rigid and field-dependent cognitive style. This study examines whether self-instructional cognitive training reduces impulsive cognitive style in children diagnosed with this disorder. Method: The subjects were 10 children between the ages of 6 and…

  7. The effect of a depression prevention program on negative cognitive style trajectories in early adolescents.

    PubMed

    Kindt, Karlijn C M; Kleinjan, Marloes; Janssens, Jan M A M; Scholte, Ron H J

    2016-10-01

    As restructuring a negative cognitive style is a central skill taught in many depression prevention programs, we tested whether a universal prevention program evoked a change in negative cognitive style in adolescents. In addition, we examined distinct developmental trajectories of negative cognitive styles and assessed whether research condition (intervention versus control) predicted these trajectories. Young adolescents (n = 1343; Mean age = 13.4 years; SD = 0.77; 52.3% girls) were randomly allocated to a cognitive behavioral therapy (CBT)-based depression prevention program or a care as usual control condition. A negative cognitive style was assessed at baseline, post-treatment and 6- and 12-months follow-up. Adolescents who received the intervention did not differ in their negative cognitive style from the control group at any time-point. We found four distinctive trajectories of negative cognitive style: normative, increasing, decreasing and stable high, which were not predicted by intervention condition and were not moderated by gender. Yet, the results revealed a trend, which indicated that adolescents who followed the program tended to show an increasing than a normative developmental pattern. We concluded that the CBT-based depression prevention program did not reduce or prevent an increase in negative cognitive style. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please email: journals.permissions@oup.com.

  8. Alternatives to Standardized Tests in Reading Education: Cognitive Styles and Informal Measures.

    ERIC Educational Resources Information Center

    Scales, Alice M.

    1987-01-01

    Although cognitive style affects test results, students of various cognitive styles are expected to perform equally well on standardized tests. Informal tests seem to be better for both impulsive and reflective style students. Perhaps a combination of standardized and informal testing is appropriate for making educational decisions about students.…

  9. Cognitive Styles and Sex Roles in Teaching-Learning Processes.

    ERIC Educational Resources Information Center

    Nelson, Karen H.

    Cognitive style models describe individual differences in information-processing, or methods for deriving meaning from the world. Each style is theoretically value-free; each is valid and has strengths or weaknesses depending upon its context. However, this value freedom has been threatened in two ways. First, while cognitive style has been…

  10. The Impact of Cognitive Styles on Design Students' Spatial Knowledge from Virtual Environments

    ERIC Educational Resources Information Center

    Yildirm, Isil; Zengel, Rengin

    2014-01-01

    In parallel with the technological developments dominating usage of digital tools in science and education, caused the transform of knowledge in new ways. The reflection of these integration is seen in design discipline as its active role in this circle whether in practice or in the era of education, Benefit from the capabilities of new…

  11. Correlates of Canadian Native Children's Reading Performance: From Cognitive Styles to Cognitive Processes

    ERIC Educational Resources Information Center

    Das, J. P.; Janzen, Troy; Georgiou, George K.

    2007-01-01

    Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor…

  12. Analytic information processing style in epilepsy patients.

    PubMed

    Buonfiglio, Marzia; Di Sabato, Francesco; Mandillo, Silvia; Albini, Mariarita; Di Bonaventura, Carlo; Giallonardo, Annateresa; Avanzini, Giuliano

    2017-08-01

    Relevant to the study of epileptogenesis is learning processing, given the pivotal role that neuroplasticity assumes in both mechanisms. Recently, evoked potential analyses showed a link between analytic cognitive style and altered neural excitability in both migraine and healthy subjects, regardless of cognitive impairment or psychological disorders. In this study we evaluated analytic/global and visual/auditory perceptual dimensions of cognitive style in patients with epilepsy. Twenty-five cryptogenic temporal lobe epilepsy (TLE) patients matched with 25 idiopathic generalized epilepsy (IGE) sufferers and 25 healthy volunteers were recruited and participated in three cognitive style tests: "Sternberg-Wagner Self-Assessment Inventory", the C. Cornoldi test series called AMOS, and the Mariani Learning style Questionnaire. Our results demonstrate a significant association between analytic cognitive style and both IGE and TLE and respectively a predominant auditory and visual analytic style (ANOVA: p values <0,0001). These findings should encourage further research to investigate information processing style and its neurophysiological correlates in epilepsy. Copyright © 2017 Elsevier Inc. All rights reserved.

  13. I believe I'm good at orienting myself… But is that true?

    PubMed

    Nori, Raffaella; Piccardi, Laura

    2015-08-01

    The present study aimed to analyse beliefs that men and women have with respect to their sense of direction (SOD) and whether they correlate with spatial environmental task performance. Eighty-four students filled in the short version of the Familiarity and Spatial Cognitive Style Scale to evaluate beliefs on their SOD, knowledge of the city (TK), spatial ability (SA) and wayfinding (WA) and performed three spatial environmental tasks. Results showed that gender did not predict the performance on the spatial environmental tasks, whereas it can be predicted by participants' beliefs related to their SOD and TK. The findings point out the need to identify specific training aimed at improving women's metacognitive skills in order to delete or reduce gender differences in SA.

  14. Cognitive Processes in the Reflective-Impulsive Cognitive Style

    ERIC Educational Resources Information Center

    Rozencwajg, Paulette; Corroyer, Denis

    2005-01-01

    In this study, the authors improved the understanding of the cognitive processes underlying the reflective-impulsive cognitive style (RI), which was initially measured by J. Kagan, B. L. Rosman, D. Day, J. Albert, and W. Phillips (1964) on the Matching Familiar Figures Test (MFFT). The authors determined the relationships between the RI style and…

  15. The developmental origins of cognitive vulnerability to depression: temperament, parenting, and negative life events in childhood as contributors to negative cognitive style.

    PubMed

    Mezulis, Amy H; Hyde, Janet Shibley; Abramson, Lyn Y

    2006-11-01

    Cognitive models of depression have been well supported with adults, but the developmental origins of cognitive vulnerability are not well understood. The authors hypothesized that temperament, parenting, and negative life events in childhood would contribute to the development of cognitive style, with withdrawal negativity and negative parental feedback moderating the effects of negative life events to predict more depressogenic cognitive styles. These constructs were assessed in 289 children and their parents followed longitudinally from infancy to 5th grade; a subsample (n = 120) also participated in a behavioral task in which maternal feedback to child failure was observed. Results indicated that greater withdrawal negativity in interaction with negative life events was associated with more negative cognitive styles. Self-reported maternal anger expression and observed negative maternal feedback to child's failure significantly interacted with child's negative events to predict greater cognitive vulnerability. There was little evidence of paternal parenting predicting child negative cognitive style.

  16. Cognitive mediational deficits and the role of coping styles in pedophile and ephebophile Roman Catholic clergy.

    PubMed

    Ryan, Gregory P; Baerwald, Jeffrey P; McGlone, Gerard

    2008-01-01

    This study was designed to examine hypothesized differences between sex offending and nonoffending Roman Catholic clergy on cognitive mediation abilities as measured by the Rorschach Inkblot Test (H. Rorschach, 1921/1942). This study compared 78 priest pedophiles and 77 priest ephebophiles with 80 nonoffending priest controls on the Inkblot test using J. E. Exner's (2003) Comprehensive System. The three groups were compared on seven variables that constitute Exner's Cognitive Mediation cluster. Additionally, the groups' coping styles were compared to examine the interaction of coping style and cognitive mediational abilities. We found interactions between coping style and offending status across most of the cognitive variables indicating impairment in the mild to pathological ranges. Moreover, significantly higher unusual thinking styles (Xu%) and significantly lower conventional thinking styles (X+%) in offenders compared to nonoffenders. Those with an Extratensive style (n=31) showed significantly higher distorted thinking when compared to the Introversive (n=81), Ambitent (n=73), and Avoidant (n=50) coping styles. This study suggests that offenders display significantly higher distorted thinking styles than do nonoffenders. Possible reasons for these discrepancies and the role of coping styles in abusive behaviors were discussed. (c) 2007 Wiley Periodicals, Inc.

  17. The Design and the Formative Evaluation of an Adaptive Educational System Based on Cognitive Styles

    ERIC Educational Resources Information Center

    Triantafillou, Evangelos; Pomportsis, Andreas; Demetriadis, Stavros

    2003-01-01

    Adaptive Hypermedia Systems (AHS) can be developed to accommodate a variety of individual differences, including learning style and cognitive style. The current research is an attempt to examine some of the critical variables, which may be important in the design of an Adaptive Educational System (AES) based on student's cognitive style. Moreover,…

  18. Visual Basic Programming Impact on Cognitive Style of College Students: Need for Prerequisites

    ERIC Educational Resources Information Center

    White, Garry L.

    2012-01-01

    This research investigated the impact learning a visual programming language, Visual Basic, has on hemispheric cognitive style, as measured by the Hemispheric Mode Indicator (HMI). The question to be answered is: will a computer programming course help students improve their cognitive abilities in order to perform well? The cognitive styles for…

  19. Cognitive Style: Individual Differences.

    ERIC Educational Resources Information Center

    Saracho, Olivia N.

    1989-01-01

    A literature review describes several dimensions of cognitive styles in an effort to illustrate individual stylistic differences. Discusses the field dependence-independence dimension, taking into account age, sex, and cultural differences. Suggests that cognitive style theory needs to be structured in a broader theoretical framework. (NH)

  20. Are systemizing and autistic traits related to talent and interest in mathematics and engineering? Testing some of the central claims of the empathizing-systemizing theory.

    PubMed

    Morsanyi, Kinga; Primi, Caterina; Handley, Simon J; Chiesi, Francesca; Galli, Silvia

    2012-11-01

    In two experiments, we tested some of the central claims of the empathizing-systemizing (E-S) theory. Experiment 1 showed that the systemizing quotient (SQ) was unrelated to performance on a mathematics test, although it was correlated with statistics-related attitudes, self-efficacy, and anxiety. In Experiment 2, systemizing skills, and gender differences in these skills, were more strongly related to spatial thinking styles than to SQ. In fact, when we partialled the effect of spatial thinking styles, SQ was no longer related to systemizing skills. Additionally, there was no relationship between the Autism Spectrum Quotient (AQ) and the SQ, or skills and interest in mathematics and mechanical reasoning. We discuss the implications of our findings for the E-S theory, and for understanding the autistic cognitive profile. ©2011 The British Psychological Society.

  1. Mesomorphy correlates with experiential cognitive style.

    PubMed

    Genovese, Jeremy E C; Little, Kathleen D

    2011-01-01

    The purpose of this study was to test for a relationship between mesomorphy and experiential cognitive style (S. Epstein, 1994) in a sample of university students (30 women and 24 men). Anthropometric somatotypes were obtained using the Heath-Carter procedure (J. E. L. Carter, 2002). Experiential cognitive style was operationalized as scores on the experiential scale of the Rational Experiential Inventory for Adolescents (A. D. Marks, D. W. Hine, R. L. Blore, & W. J. Phillips, 2008). Nonparametric bootstrap correlations were calculated using 80% confidence intervals. There were significant correlations between mesomorphy and experiential cognitive style for men (r(s) = .33) and women (r(s) = .25). For men, experiential cognitive style was also correlated with endomorphy (r(s) = .39) and ectomorphy (rs = -.48).

  2. Cognitive Style, Creativity Framing and Effects

    ERIC Educational Resources Information Center

    Dew, Robert

    2009-01-01

    This study investigates how individuals with different cognitive styles respond to choices involving framing effects. The results suggest that cognitive style as defined by Kirton (1976) is far more complex than previous studies indicate. Kirton characterises "Innovators" as rule breakers and "Adaptors" as conformists. The most…

  3. Cognitive Styles and Educational-Vocational Preferences and Selection

    ERIC Educational Resources Information Center

    Osipow, Samuel H.

    1969-01-01

    Vocational Preference Inventory (VPI) and other instruments administered to 365 students, both undecided and in various interest fields, revealed several differences in cognitive style. No differences regarding cognitive style variations and VPI high-point codes or ease of vocational selection were observed. (Author/CJ)

  4. Coherence and Cognitive Style.

    ERIC Educational Resources Information Center

    Williams, James D.

    A study investigated the relationship between cognitive style and coherence in discourse. The primary hypothesis was that coherence would vary bimodally by cognitive style classification. Forty-four freshman composition students from three west coast colleges completed the Culture Fair Intelligence Test, the Group Embedded Figures Test, and the…

  5. A study of the relationship between learning styles and cognitive abilities in engineering students

    NASA Astrophysics Data System (ADS)

    Hames, E.; Baker, M.

    2015-03-01

    Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

  6. Are all models susceptible to dysfunctional cognitions about eating and body image? The moderating role of personality styles.

    PubMed

    Blasczyk-Schiep, Sybilla; Sokoła, Kaja; Fila-Witecka, Karolina; Kazén, Miguel

    2016-06-01

    We investigated dysfunctional cognitions about eating and body image in relation to personality styles in a group of professional models. Dysfunctional cognitions in professional models (n = 43) and a control group (n = 43) were assessed with the 'Eating Disorder Cognition Questionnaire' (EDCQ), eating attitudes with the 'Eating Attitudes Test' (EAT), and personality with the 'Personality Styles and Disorders Inventory' (PSDI-S). Models had higher scores than controls on the EDCQ and EAT and on nine scales of the PSDI-S. Moderation analyses showed significant interactions between groups and personality styles in predicting EDCQ scales: The ambitious/narcissistic style was related to "negative body and self-esteem", the conscientious/compulsive style to "dietary restraint", and the spontaneous/borderline style to "loss of control in eating". The results indicate that not all models are susceptible to dysfunctional cognitions about eating and body image. Models are at a higher risk of developing negative automatic thoughts and dysfunctional assumptions relating to body size, shape and weight, especially if they have high scores on the above personality styles.

  7. Learning Style Profile Handbook: I. Developing Cognitive Skills.

    ERIC Educational Resources Information Center

    Jenkins, John M.; And Others

    The National Association of Secondary School Principals (NASSP) published a new learning style instrument in 1986--the NASSP Learning Style Profile (LSP). The LSP yields independent scores on 24 discrete elements of learning style. Its purpose is to provide educators with a well-validated and easy to use instrument for diagnosing cognitive styles,…

  8. Cognitive Style Revisited: Implications for Research in Art Production and Art Criticism.

    ERIC Educational Resources Information Center

    Lovano-Kerr, Jessie

    This paper briefly reviews the concept of cognitive style and then analyzes Witkin's theory on Psychological Differentiation, examining its possible use for research in art education. Cognitive style refers to individual differences in the processes by which knowledge is acquired. According to Witkin's Psychological Differentiation theory,…

  9. Cognitive Style Mapping at Mt. Hood Community College.

    ERIC Educational Resources Information Center

    Keyser, John S.

    1980-01-01

    Describes Mount Hood Community College's experiences using the Modified Hill Model for Cognitive Style Mapping (CSM). Enumerates the nine dimensions of cognitive style assessed by the model. Discusses the value and limitations of CSM, five major checks on the validity of the model, and Mount Hood faculty's involvement with CSM. (AYC)

  10. Seeking Information with an Information Visualization System: A Study of Cognitive Styles

    ERIC Educational Resources Information Center

    Yuan, Xiaojun; Zhang, Xiangman; Chen, Chaomei; Avery, Joshua M.

    2011-01-01

    Introduction: This study investigated the effect of cognitive styles on users' information-seeking task performance using a knowledge domain information visualization system called CiteSpace. Method: Sixteen graduate students participated in a user experiment. Each completed an extended cognitive style analysis wholistic-analytic test (the…

  11. Recasts, Field Dependence/Independence Cognitive Style, and L2 Development

    ERIC Educational Resources Information Center

    Rassaei, Ehsan

    2015-01-01

    While previous research has indicated that learners with field-dependence (FD) and field-independence (FI) cognitive styles benefit differentially from different instructional modes, previous corrective feedback studies have ignored the issue of matching error correction strategies to learners' cognitive style. To shed some light on this issue,…

  12. Analytic Cognitive Style Predicts Religious and Paranormal Belief

    ERIC Educational Resources Information Center

    Pennycook, Gordon; Cheyne, James Allan; Seli, Paul; Koehler, Derek J.; Fugelsang, Jonathan A.

    2012-01-01

    An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting (i.e., unbelieving) supernatural claims, both religious and paranormal. In two studies, we examined…

  13. Cognitive Styles, Dynamic Geometry and Measurement Performance

    ERIC Educational Resources Information Center

    Pitta-Pantazi, Demetra; Christou, Constantinos

    2009-01-01

    This paper reports the outcomes of an empirical study undertaken to investigate the effect of students' cognitive styles on achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry learning in accommodating different cognitive styles and enhancing students' learning. A total of 49…

  14. Comparative Studies of Cognitive Styles: Implications for the Education of Immigrant Students.

    ERIC Educational Resources Information Center

    Berry, John W.

    Differences in cognitive styles or intellectual behavior can be attributed to different ecological and cultural influences on individuals. These influences, such as type of subsistence economy, social stratification, socialization, and role specialization, affect the development of a particular cognitive style which is determined by whether an…

  15. Negative Cognitive Styles Synergistically Predict Suicidal Ideation in Bipolar Spectrum Disorders: A Three-Year Prospective Study

    PubMed Central

    Stange, Jonathan P.; Hamilton, Jessica L.; Burke, Taylor A.; Kleiman, Evan M.; O’Garro-Moore, Jared K.; Seligman, Nicole D.; Abramson, Lyn Y.; Alloy, Lauren B.

    2015-01-01

    Rates of suicidal ideation and behavior are extremely high in Bipolar Spectrum Disorders (BSDs). However, relatively little work has evaluated potentially synergistic relationships between cognitive and emotion-regulatory processes proposed by theoretical models of suicidality in BSDs. The present study evaluated whether negative cognitive style and subtypes of rumination would exacerbate the impact of self-criticism on suicidal ideation in a prospective study of individuals with BSDs. Seventy-two young adults with BSDs (bipolar II, bipolar NOS, or cyclothymia) completed diagnostic interviews and trait measures of self-criticism, negative cognitive style, and brooding and reflective rumination at a baseline assessment. The occurrence of suicidal ideation was assessed as part of diagnostic interviews completed every four months for an average of three years of follow-up. Negative cognitive style and reflective rumination strengthened the association between self-criticism and the prospective occurrence of suicidal ideation across follow-up. Individuals with high levels of self-criticism in conjunction with negative cognitive style or reflective rumination were most likely to experience the onset of suicidal ideation. Self-criticism may work synergistically with negative cognitive style and rumination to confer risk for suicidal ideation in bipolar spectrum disorders. These results support theoretical models of suicidality in BSDs and indicate that evaluating and understanding negative cognitive styles may help to identify individuals who are at risk for suicide. PMID:25660736

  16. Concept mapping-An effective method for identifying diversity and congruity in cognitive style.

    PubMed

    Stoyanov, Slavi; Jablokow, Kathryn; Rosas, Scott R; Wopereis, Iwan G J H; Kirschner, Paul A

    2017-02-01

    This paper investigates the effects of cognitive style for decision making on the behaviour of participants in different phases of the group concept mapping process (GCM). It is argued that cognitive style should be included directly in the coordination of the GCM process and not simply considered as yet another demographic variable. The cognitive styles were identified using the Kirton Adaption-Innovation Inventory, which locates each person's style on a continuum ranging from very adaptive to very innovative. Cognitive style could explain diversity in the participants' behaviour in different phases of the GCM process. At the same time, the concept map as a group's common cognitive construct can consolidate individual differences and serves as a tool for managing diversity in groups of participants. Some of the results were that: (a) the more adaptive participants generated ideas that fit to a particular, well-established and consensually agreed paradigm, frame of reference, theory or practice; (b) the more innovative participants produced ideas that were more general in scope and required changing a settled structure (paradigm, frame of reference, theory or practice); and (c) the empirical comparison of the map configurations through Procrustes analysis indicated a strong dissimilarity between cognitive styles. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Is experiential-intuitive cognitive style more inclined to err on conjunction fallacy than analytical-rational cognitive style?

    PubMed

    Lu, Yong

    2015-01-01

    In terms of prediction by Epstein's integrative theory of personality, cognitive-experiential self-theory (CEST), those people with experiential-intuitive cognitive style are more inclined to induce errors than the other people with analytical-rational cognitive style in the conjunction fallacy (two events that can occur together are seen as more likely than at least one of the two events). We tested this prediction in a revised Linda problem. The results revealed that rational and experiential cognitive styles do not statistically influence the propensity for committing the conjunction fallacy, which is contrary to the CEST's predictions. Based on the assumption that the rational vs. experiential processing is a personality trait with comparatively stabile specialities, these findings preliminarily indicate that those people who are characterized by "rational thinking" are not more inclined to use Bayes' deduction than the other people who are labeled by "intuitive thinking" or by "poor thinking."

  18. Cognitive Learning Styles of EFL Students

    ERIC Educational Resources Information Center

    Srichanyachon, Napaporn

    2011-01-01

    This study aimed to study cognitive learning styles of EFL students, compare language learning styles among students categorized by their background, and investigate the relationship between English background knowledge and language learning styles. The samples were 210 undergraduate students enrolled in Fundamental English course at Bangkok…

  19. Social-Psychological Profiles of Identity Styles: Attitudinal and Social-Cognitive Correlates in Late Adolescence

    ERIC Educational Resources Information Center

    Soenens, Bart; Duriez, Bart; Goossens, Luc

    2005-01-01

    This study examined the relationships between three identity styles (i.e. the information style, the normative style, and the diffuse/avoidant style) and a number of social-cognitive and attitudinal variables (including empathy, prejudice, and conservatism). Discriminant analysis on a sample of late adolescents (N=393) led to the conclusion that…

  20. Thinking About One's Feelings: Association Between Alexithymia and Cognitive Styles in a Nonclinical Population.

    PubMed

    Rinaldi, Romina; Radian, Viorica; Rossignol, Mandy; Kandana Arachchige, Kendra G; Lefebvre, Laurent

    2017-10-01

    Alexithymia is described as a disturbance in the cognitive and affective processing of emotions. Little is known about the cognitive styles associated with this personality trait. In this article, we examine to what extent alexithymia is linked with poorer rational cognitive style. A total of 685 participants from a nonclinical sample completed the Toronto Alexithymia Scale-20 along with self-reported and behavioral measures of cognitive styles. Results suggest that people with a high level of self-reported alexithymia show lower rational abilities. The findings of this study extend previous work on cognitive processes underlying emotional self-regulation impairments in alexithymia, suggesting that these difficulties may be linked to a poorer use of rational process.

  1. Suitable Learning Styles for Intelligent Tutoring Technologies (Styles d’Apprentissage Appropries pour les Technologies Tuteurs Intelligents)

    DTIC Science & Technology

    2010-05-01

    mind, (ii) forms of mental self-government, and (iii) stylistic preferences. Importantly, Sternberg does not think that cognitive style...summarizes a study examining suitable cognitive and learning styles for intelligent tutoring technologies to improve the Canadian Forces (CF) distance...are the appropriate tool to address CF learning needs, as e-learning systems: • Cater to all individuals in the CF regardless of their cognitive or

  2. Cognitive Characteristics of Strategic and Non-strategic Gamblers.

    PubMed

    Mouneyrac, Aurélie; Lemercier, Céline; Le Floch, Valérie; Challet-Bouju, Gaëlle; Moreau, Axelle; Jacques, Christian; Giroux, Isabelle

    2018-03-01

    Participation in strategic and non-strategic games is mostly explained in the literature by gender: men gamble on strategic games, while women gamble on non-strategic games. However, little is known about the underlying cognitive factors that could also distinguish strategic and non-strategic gamblers. We suggest that cognitive style and need for cognition also explain participation in gambling subtypes. From a dual-process perspective, cognitive style is the tendency to reject or accept the fast, automatic answer that comes immediately in response to a problem. Individuals that preferentially reject the automatic response use an analytic style, which suggest processing information in a slow way, with deep treatment. The intuitive style supposes a reliance on fast, automatic answers. The need for cognition provides a motivation to engage in effortful activities. One hundred and forty-nine gamblers (53 strategic and 96 non-strategic) answered the Cognitive Reflection Test, Need For Cognition Scale, and socio-demographic questions. A logistic regression was conducted to evaluate the influence of gender, cognitive style and need for cognition on participation in strategic and non-strategic games. Our results show that a model with both gender and cognitive variables is more accurate than a model with gender alone. Analytic (vs. intuitive) style, high (vs. low) need for cognition and being male (vs. female) are characteristics of strategic gamblers (vs. non-strategic gamblers). This study highlights the importance of considering the cognitive characteristics of strategic and non-strategic gamblers in order to develop preventive campaigns and treatments that fit the best profiles for gamblers.

  3. Subtraction Performances of Primary School Prospective Mathematics Teachers Having Different Cognitive Styles

    ERIC Educational Resources Information Center

    Ayvaz, Ülkü; Gündüz, Nazan; Durmus, Soner; Dündar, Sefa

    2016-01-01

    Cognitive styles defined as the way by which individuals prefer to use in order to obtain, edit, utilize, remember the information are discussed as the indication of individual differences in many studies. The study aims to investigate behavioral data of mathematics teacher candidates categorized according to their cognitive styles while they…

  4. Determining the Effects of Reflection Type and Cognitive Style on Students' Content Knowledge

    ERIC Educational Resources Information Center

    Blackburn, J. Joey; Robinson, J. Shane; Kacal, Amanda

    2015-01-01

    The purpose of this exploratory, experimental study was to determine the effects that the type of reflection-in-action and students' cognitive style had on content knowledge of preservice agriculture teachers (N = 57) at Oklahoma State University. Students' cognitive style was assessed using Kirton's Adaptation-Innovation Inventory (KAI). Students…

  5. Field Dependence/Independence Cognitive Style and Problem Posing: An Investigation with Sixth Grade Students

    ERIC Educational Resources Information Center

    Nicolaou, Aristoklis Andreas; Xistouri, Xenia

    2011-01-01

    Field dependence/independence cognitive style was found to relate to general academic achievement and specific areas of mathematics; in the majority of studies, field-independent students were found to be superior to field-dependent students. The present study investigated the relationship between field dependence/independence cognitive style and…

  6. University Students' Visual Cognitive Styles with Respect to Majors and Years

    ERIC Educational Resources Information Center

    Kibar, Pinar Nuhoglu; Akkoyunlu, Buket

    2016-01-01

    Visual cognitive style is an individual difference that is related to the preference or visual imagery tendency of an individual of processing visual information. This study examines the visual cognitive styles of university students according to their study subject, study year and genders and includes 448 first- and third-year university students…

  7. Are Sex-Role Orientation, Cognitive Style, and Tolerance for Ambiguity Related?

    ERIC Educational Resources Information Center

    Rotter, Naomi G.; O'Connell, Agnes N.

    The relationship between self-described sex roles and two measures of cognitive style (intolerance for ambiguity and level of abstractness-concreteness) were explored. Subjects were 87 male and 204 female college students. The Schroder and Streufert measure of cognitive style, the Budner Intolerance for Ambiguity Scale (1962), and the Bem Sex Role…

  8. Working Memory, Cognitive Style, and Behavioural Predictors of GCSE Exam Success

    ERIC Educational Resources Information Center

    Grimley, Michael; Banner, Gloria

    2008-01-01

    This study investigates the interplay of working memory, cognitive style, and behaviour. Year 8 (aged 13 years) students (n = 205) at a UK urban secondary school were tested to ascertain predictors of General Certificate of School Education (GCSE) achievement. Assessment included Riding's cognitive style dimensions, working memory capacity, and a…

  9. Effects of Cognitive Styles on 2D Drafting and Design Performance in Digital Media

    ERIC Educational Resources Information Center

    Pektas, Sule Tasli

    2010-01-01

    This paper investigates the interactions between design students' cognitive styles, as measured by Riding's Cognitive Styles Analysis, and performance in 2D drafting and design tasks in digital media. An empirical research revealed that Imager students outperformed Verbalisers in both drafting and creativity scores. Wholist-Analytic cognitive…

  10. Trainee Teachers' Cognitive Styles and Notions of Differentiation

    ERIC Educational Resources Information Center

    Evans, Carol; Waring, Michael

    2008-01-01

    Purpose: The purpose of this paper is to compare the cognitive styles of trainee teachers with their notions of differentiation and perceptions of its place/location within their teaching and learning during a PGCE programme of ITE. Design/methodology/approach: A total of 80 trainee teachers completed the Cognitive Style Index (CSI) at the…

  11. The effects of cognitive style and emotional trade-off difficulty on information processing in decision-making.

    PubMed

    Wang, Dawei; Hao, Leilei; Maguire, Phil; Hu, Yixin

    2016-12-01

    This study investigated the effects of cognitive style and emotional trade-off difficulty (ETOD) on information processing in decision-making. Eighty undergraduates (73.75% female, M = 21.90), grouped according to their cognitive style (field-dependent or field-independent), conducted an Information Display Board (IDB) task, through which search time, search depth and search pattern were measured. Participants' emotional states were assessed both before and after the IDB task. The results showed that participants experienced significantly more negative emotion under high ETOD compared to those under low ETOD. While both cognitive style and ETOD had significant effects on search time and search depth, only ETOD significantly influenced search pattern; individuals in both cognitive style groups tended to use attribute-based processing under high ETOD and to use alternative-based processing under low ETOD. There was also a significant interaction between cognitive style and ETOD for search time and search depth. We propose that these results are best accounted for by the coping behaviour framework under high ETOD, and by the negative emotion hypothesis under low ETOD. © 2016 International Union of Psychological Science.

  12. Cognitive style as a factor in accounting students' perceptions of career-choice factors.

    PubMed

    Gul, F; Huang, A; Subramaniam, N

    1992-12-01

    Since prior studies of individuals' perceptions of career-choice factors have not considered the effect of cognitive styles of subjects, this study, using 68 accounting students, investigated the mediating effects of the field dependent-independent cognitive dimension on perceptions of the importance of career-choice factors. The results, in general, show that cognitive style affected individuals' perceptions of career-choice factors, suggesting that future studies of individuals' perceptions should take into account individual cognitive differences.

  13. Analysis of problem solving in terms of cognitive style

    NASA Astrophysics Data System (ADS)

    Anthycamurty, Rr C. C.; Mardiyana; Saputro, D. R. S.

    2018-03-01

    The purpose of this study was to analyze the problem solving based on the type of cognitive style. Subjects used in this study are students of class X SMK located in Purworejo. The method used in this research is qualitative descriptive. Data collection techniques used in this research is a problem-solving test to determine student problem solving and GEFT to determine the type of cognitive style possessed by students. The result of this research is to determine the mastery of each type in cognitive style, that is Field Independent type and Field Dependent type on problem solving indicator. The impact of this research is the teacher can know the mastery of student problem solving on each type of cognitive style so that teacher can determine the proper way of delivering to student at next meeting.

  14. Association of Individual Characteristics with Teleoperation Performance.

    PubMed

    Pan, Dan; Zhang, Yijing; Li, Zhizhong; Tian, Zhiqiang

    2016-09-01

    A number of space activities (e.g., extravehicular astronaut rescue, cooperation in satellite services, space station supplies, and assembly) are implemented directly or assisted by remote robotic arms. Our study aimed to reveal those individual characteristics which could positively influence or even predict teleoperation performance of such a space robotic arm. There were 64 male volunteers without robot operation experience recruited for the study. Their individual characteristics were assessed, including spatial cognitive ability, cognitive style, and personality traits. The experimental tasks were three abstracted teleoperation tasks of a simulated space robotic arm: point aiming, line alignment, and obstacle avoidance. Teleoperation performance was measured from two aspects: task performance (completion time, extra distance moved, operation slips) and safety performance (collisions, joint limitations reached). The Pearson coefficients between individual characteristics and teleoperation performance were examined along with performance prediction models. It was found that the subjects with relatively high mental rotation ability or low neuroticism had both better task and safety performance (|r| = 0.212 ∼ 0.381). Subjects with relatively high perspective taking ability or high agreeableness had better task performance (r = -0.253; r = -0.249). Imagery subjects performed better than verbal subjects regarding both task and safety performance (|r| = 0.236 ∼ 0.290). Compared with analytic subjects, wholist subjects had better safety performance (r = 0.300). Additionally, extraverted subjects had better task performance (r = -0.259), but worse safety performance (r = 0.230). Those with high spatial cognitive ability, imagery and wholist cognitive style, low neuroticism, and high agreeableness were seen to have more advantages in working with the remote robotic arm. These results could be helpful to astronaut selection and training for space station missions. Pan D, Zhang Y, Li Z, Tian Z. Association of individual characteristics with teleoperation performance. Aerosp Med Hum Perform. 2016; 87(9):772-780.

  15. Cognitive styles and learning preferences of undergraduate business students in North Cyprus.

    PubMed

    Tanova, Cem

    2003-12-01

    Measures of cognitive style and learning preferences were administered to 127 (75 men and 52 women) Turkish undergraduate business students. Students with analytical cognitive styles were more likely to prefer teacher-dependent and collaborative learning settings. As expected the mean Cognitive Style Index scores for the current Turkish sample was higher (more analytical) than those for similar western samples reported in the literature. Furthermore, students who had completed more credits towards the completion of their degrees had a higher mean score. The hypothesis regarding differences between scores of men and women was not supported.

  16. Understanding and Defining Cognitive Style and Learning Style: A Delphi Study in the Context of Educational Psychology

    ERIC Educational Resources Information Center

    Armstrong, Steven J.; Peterson, Elizabeth R.; Rayner, Stephen G.

    2012-01-01

    This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering…

  17. The Relationship of Field Dependent/Independent Cognitive Styles, Stimuli Variability and Time Factor on Student Achievement.

    ERIC Educational Resources Information Center

    Atang, Christopher I.

    The effects of black and white and color illustrations on student achievement were studied to investigate the relationships between cognitive styles and instructional design. Field dependence (FD) and field independence (FI) were chosen as the cognitive style variables. Subjects were 85 freshman students in the Iowa State University Psychology…

  18. Cognitive Style Index: Further Investigation of the Factor Structure with an American Student Sample

    ERIC Educational Resources Information Center

    Backhaus, Kristin; Liff, Joshua P.

    2007-01-01

    The present study investigates the factor structure of the Cognitive Style Index (CSI), comparing the unitary, bipolar continuum of intuition-analysis, the theory upon which the CSI is predicated, with the two-factor theory of cognitive style. We conducted both confirmatory and exploratory factor analyses on data from a sample of 222 American…

  19. An Analysis of Cognitive Style Profiles and Related Science Achievement Among Secondary School Students.

    ERIC Educational Resources Information Center

    Ogden, William R.; Brewster, Patricia M.

    The purpose of this study was to identify cognitive styles for successful and unsuccessful science students at the secondary level. Additional purposes were to identify common and unique elements in these composite cognitive styles and to substantiate the description of the groups of successful and unsuccessful science students according to the…

  20. Field Dependence/Independence Cognitive Styles: Are They Significant at Different Levels of Vocabulary Knowledge?

    ERIC Educational Resources Information Center

    Rostampour, Mohammad; Niroomand, Seyyedeh Mitra

    2014-01-01

    Cognitive styles influence the performance of language learners and can predict their success in the process of language learning. Considering field dependence/independence cognitive styles, this study aims at determining if they are significant in English vocabulary knowledge. A number of EFL university students took part in the study. The…

  1. A Hypermedia Lesson about 1875-1885 Costume: Cognitive Style, Perceptual Modes, Anxiety, Attitude, and Achievement.

    ERIC Educational Resources Information Center

    Frey, Diane; Simonson, Michael

    The purpose of this study was to obtain students' cognitive style profiles and obtain a record of their use of three information modes during the hypermedia lesson, "A Look Backward: An Encounter with Late Victorian Fashion." The study examined relationships among: (1) nine dimensions of cognitive style, as measured by the National…

  2. Designing an Adaptive Web-Based Learning System Based on Students' Cognitive Styles Identified Online

    ERIC Educational Resources Information Center

    Lo, Jia-Jiunn; Chan, Ya-Chen; Yeh, Shiou-Wen

    2012-01-01

    This study developed an adaptive web-based learning system focusing on students' cognitive styles. The system is composed of a student model and an adaptation model. It collected students' browsing behaviors to update the student model for unobtrusively identifying student cognitive styles through a multi-layer feed-forward neural network (MLFF).…

  3. Towards a Theory of Selected Knowledge Acquisition Patterns Among Black Children.

    ERIC Educational Resources Information Center

    Morgan, Harry

    The contention that among black people there is a cognitive style which seems to require a more active intervention with the learning environment than what is needed by their white counterpart is advanced in this discussion of cognitive style among black Africans and black Americans. Cognitive styles of blacks in the infant, early school, and…

  4. Relations among Cognitive Styles and Reading Readiness in Preschoolers.

    ERIC Educational Resources Information Center

    Demick, Jack; Koerber, Heather J.

    This study assessed the relationship between cognitive style and reading readiness, and examined effects of age and gender on measures of cognitive style and reading readiness. Subjects were 33 males and 27 females between 4 and 7 years of age. All subjects scored within the average range of intellectual functioning and were not color blind.…

  5. Web-Based Learning Programs: Use by Learners with Various Cognitive Styles

    ERIC Educational Resources Information Center

    Chen, Ling-Hsiu

    2010-01-01

    To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners' browsing data recorded in the log file to identify how learners' cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also…

  6. How Can an Understanding of Cognitive Style Enable Trainee Teachers to Have a Better Understanding of Differentiation in the Classroom?

    ERIC Educational Resources Information Center

    Evans, Carol; Waring, Michael

    2011-01-01

    The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes at two UK universities completed the Cognitive Style Index (Allinson and Hayes, "Journal…

  7. Computer-Based Instruction: Effect of Cognitive Style, Instructional Format, and Subject-Matter Content on Learning.

    ERIC Educational Resources Information Center

    Brent, Linda J. Buehner

    This report describes an experiment investigating the effects of cognitive style, presentation format, and task content on learning. Cognitive style was described in terms of hemisphericity (i.e., left- or right-brain influence on perception). Presentation format consisted of graphics, text, and a combination of the two. The tasks consisted of…

  8. Interactive Effects of Environmental Experience and Innovative Cognitive Style on Student Creativity in Product Design

    ERIC Educational Resources Information Center

    Lu, Chia-Chen

    2017-01-01

    Environmental experience can enhance the ideas of design students. Thus, this type of experience may interfere with the influence of design students' cognitive style on creativity. The aim of this study was to examine the influence of environmental experience on the relationship between innovative cognitive style and industrial design students'…

  9. How Cognitive Styles Affect the Learning Behaviors of Online Problem-Solving Based Discussion Activity: A Lag Sequential Analysis

    ERIC Educational Resources Information Center

    Wu, Sheng-Yi; Hou, Huei-Tse

    2015-01-01

    Cognitive styles play an important role in influencing the learning process, but to date no relevant study has been conducted using lag sequential analysis to assess knowledge construction learning patterns based on different cognitive styles in computer-supported collaborative learning activities in online collaborative discussions. This study…

  10. Relationships between Students' Engagement and the Dissimilar Cognitive Styles of Their Undergraduate Instructors

    ERIC Educational Resources Information Center

    Friedel, Curtis R.; Rudd, Rick D.

    2009-01-01

    This study was conducted to determine if the dissimilarity of cognitive style between the instructor and the student was related to student engagement in nine undergraduate classes. Kirton's Adaption-Innovation Inventory was used to measure cognitive style as a preference to a method of solving problems: either more adaptively or more…

  11. Perceived Parental Styles and Adult Separation Anxiety.

    PubMed

    Başbuğ, Sezin; Cesur, Gizem; Durak Batıgün, Ayşegül

    2017-01-01

    The Mediating Role of Interpersonal Cognitive Distortions OBJECTIVE: This study primarily aimed to determine whether perceived parental styles and interpersonal cognitive distortions are predictors of adult separation anxiety. Further, this study aimed to examine the mediating role of interpersonal cognitive distortions in the relationship between perceived over-permissive/boundless parental styles and adult separation anxiety in university students. This study included 444 university students (281 female (63,3%) and 163 male (36,7%) with a mean age of sample 21,02 years (SS = 1,70). The Demographic Information Form, Young Parenting Inventory, Interpersonal Cognitive Distortions Scale, and Adult Separation Anxiety Questionnaire were used. The regression analyses revealed that the age of the participants and their percieved controlling/shaping father parenting style negatively predicted adult separation anxiety, while percieved over-permissive/boundless mother parenting style, exploitative/abusive and overprotective/anxious father parenting styles and the subscales of the interpersonal cognitive distortions scale positively predicted adult separation anxiety. As hypothesized, data from this study reveal that subscales of the interpersonal cognitive distortions scale play a full mediating role in the relationship between over-permissive/boundless parenting styles and adult separation anxiety. Results indicate that the perceived over-permissive/boundless parenting style positively predicts adult separation anxiety symptoms by distorting interpersonal cognitions. Furthermore, the over-permissive parenting style and lack of boundaries and/or discipline lead to similar adverse effects as do authoritarian and normative parenting. To our knowledge, there are very few studies investigating adult separation anxiety symptoms in Turkey. Therefore, our current study provides practical information to mental health professionals regarding adult separation anxiety symptoms, which are likely to be accompanied by other psychological symptoms.

  12. Cognitive Styles in Mood Disorders: Discriminative Ability of Unipolar and Bipolar Cognitive Profiles

    PubMed Central

    Shapero, Benjamin G.; Stange, Jonathan P.; Goldstein, Kim E.; Black, Chelsea L.; Molz, Ashleigh R.; Hamlat, Elissa J.; Black, Shimrit K.; Boccia, Angelo S.; Abramson, Lyn Y.; Alloy, Lauren B.

    2015-01-01

    Although previous research has identified cognitive styles that distinguish individuals with bipolar disorder (BD), individuals with major depressive disorder (MDD), and individuals without mood disorders from one another, findings have been inconsistent. The current study included 381 participants classified into a BD group, a MDD group, and a no mood disorder group. To differentiate between these groups, this study evaluated cognitive styles with a battery of traditional and more recently-developed measures. Receiver operating characteristics (ROC) analyses were used to determine the discriminate ability of variables with significant between group differences. Results supported that BD and MDD may be characterized by distinct cognitive styles. Given work showing that interventions for MDD may not be effective at treating BD, it is important to directly compare individuals with these disorders. By clarifying the overlapping and divergent cognitive styles characterizing BD and MDD, research can not only improve diagnostic validity, but also provide more efficacious and effective interventions. PMID:25893033

  13. Is experiential-intuitive cognitive style more inclined to err on conjunction fallacy than analytical-rational cognitive style?

    PubMed Central

    Lu, Yong

    2015-01-01

    In terms of prediction by Epstein’s integrative theory of personality, cognitive-experiential self-theory (CEST), those people with experiential-intuitive cognitive style are more inclined to induce errors than the other people with analytical-rational cognitive style in the conjunction fallacy (two events that can occur together are seen as more likely than at least one of the two events). We tested this prediction in a revised Linda problem. The results revealed that rational and experiential cognitive styles do not statistically influence the propensity for committing the conjunction fallacy, which is contrary to the CEST’s predictions. Based on the assumption that the rational vs. experiential processing is a personality trait with comparatively stabile specialities, these findings preliminarily indicate that those people who are characterized by “rational thinking” are not more inclined to use Bayes’ deduction than the other people who are labeled by “intuitive thinking” or by “poor thinking.” PMID:25705198

  14. Teasing Out Cognitive Development from Cognitive Style: A Training Study.

    ERIC Educational Resources Information Center

    Globerson, Tamar; And Others

    1985-01-01

    Tested whether or not cognitive development (as measured by mental capacity) and cognitive style (as measured by field-dependence/independence) are different dimensions. Results are discussed with regard to Pascual-Leone's model of cognitive development, relevance to stylistic dimension of reflection/impulsivity, and educational implications.…

  15. The Relationship Between Interpersonal Cognitive Distortions and Attribution Styles Among Divorce Applicant Couples and its Impact on Sexual Satisfaction.

    PubMed

    Mahdoodizaman, Morteza; Razaghi, Samira; Amirsardari, Lili; Hobbi, Omran; Ghaderi, Davod

    2016-09-01

    The current study aimed to investigate the relationship between cognitive distortions and attribution styles among divorce applicant couples and its impact on sexual satisfaction. It was a cross-sectional study and its statistical samples were 55 divorce applicant couples (110 individuals) referred to Urmia courts, Urmia, Iran, from 2012 to 2013. The required data were gathered by interpersonal cognitive distortions, Larson sexual satisfaction and attribution style questionnaire. The findings of the research indicated the existence of a significant relationship between attribution styles for pleasant events and cognitive distortions. The results showed that an increasing amount of pleasant events reduces cognitive distortions among the divorce applicant couples (P < 0.05, r = 0.19). Attribution style has a significant relationship with sexual satisfaction among the divorced couples. As stable-unstable variables increase (P < 0.05, r = 0.22), pleasant events, (P < 0.05, r = 0.19), attribution styles (total) (P < 0.05, r = 0.19) and sexual satisfaction increases and vice versa. Also, there was no significant relationship between sexual satisfaction and cognitive distortions (P < 0.05, r = 0.04). Normal and abnormal cognitive components are among the main factors affecting satisfaction or dissatisfaction in couples who are living together (sexual satisfaction is one of its main elements).

  16. Not all great minds think alike: systematic and intuitive cognitive styles.

    PubMed

    Sagiv, Lilach; Amit, Adi; Ein-Gar, Danit; Arieli, Sharon

    2014-10-01

    Individuals process information and make decisions in different ways. Some plan carefully and analyze information systematically, whereas others follow their instincts and do what "feels right." We aimed to deepen our understanding of the meaning of the intuitive versus systematic cognitive styles. Study 1 (N = 130, 39% female, M(age)  = 24) compared cognitive styles of arts, accounting, and mathematics students. Cognitive styles were associated with values (Study 2: N = 154, 123, 78; female = 59%, 49%, 85.9%; M(age)  = 22, 23, 27) and traits (Study 3: N = 77, 140, 151; female = 59%, 66%, 46%; M(age)  = 22, 25, 23), and they interacted with experience in predicting performance (Study 4: N = 63, 48% female, M(age)  = 23; Study 5: N = 44, 39% female, M(age)  = 23). All participants were Caucasian Israeli students. The systematic style was most frequent among accountants, and the intuitive style was most frequent among artists, validating the meaning of the styles. Systematic style was positively correlated with Conscientiousness and with security values and negatively correlated with stimulation values. The intuitive style had the opposite pattern and was also positively correlated with Extraversion. Experience improved rule-based performance among systematic individuals but had no effect on intuitive ones. Cognitive style is consistent with other personal attributes (traits and values), with implications for decision making and task performance. © 2013 Wiley Periodicals, Inc.

  17. Cognitive Performance and Cognitive Style.

    ERIC Educational Resources Information Center

    International Journal of Behavioral Development, 1985

    1985-01-01

    Investigates (1) the relationships between cognitive performance and cognitive styles and predictive possibilities and (2) performance differences by sex, school, grade, and income in 92 Indian adolescents. Assessment measures included Liquid Conservation, Islands, Goat-Lion, Hanoi-Tower, Rabbits (Piagetian); Block Design (WISC-R); Paper Cutting…

  18. The Effects of Cognitive Styles on the Use of Hints in Academic English: A Learning Analytics Approach

    ERIC Educational Resources Information Center

    Chen, Sherry Y.; Yeh, Chia-Chi

    2017-01-01

    Various hints have been proposed to scaffold students. Such hints can be broadly divided into direct hints and indirect hints. On the other hand, individual differences existed among learners. In particular, cognitive styles greatly affect student learning. However, there is a lack of studies to investigate how cognitive styles affect students'…

  19. Reflections on Conceptual Tempo: Relationship Between Cognitive Style and Performance as a Function of Task Characteristics

    ERIC Educational Resources Information Center

    Bush, Ellen S.; Dweck, Carol S.

    1975-01-01

    Children classified as high-anxious reflective in cognitive style were found to perform as well on speeded tasks as low-anxious reflective children and both groups were found to be faster and more accurate than impulsive children. This suggests redefining cognitive style to stress the strategies used rather than predispositions for particular…

  20. The Role of Mathematical Homework and Prior Knowledge on the Relationship between Students' Mathematical Performance, Cognitive Style and Working Memory Capacity

    ERIC Educational Resources Information Center

    Mousavi, Shima; Radmehr, Farzad; Alamolhodaei, Hasan

    2012-01-01

    Introduction: The main objective of this study is (a) to investigate whether cognitive styles and working memory capacity could predict mathematical performance and which variable is relatively most important in predicting mathematical performance and b) to explore whether cognitive styles and working memory capacity could predict mathematical…

  1. Foreign Language Achievement in Relation to Student-Teacher Cognitive Styles: A Preliminary Study.

    ERIC Educational Resources Information Center

    Hansen, Jacqueline; Stansfield, Charles

    Research has shown student field-independent cognitive style (FI), as opposed to field-dependent cognitive style (FD), to be correlated moderately with success on selected second language tasks. A trait-treatment interaction approach was utilized in this study to examine the role of FD/I among 236 college students enrolled in six sections of an…

  2. Mathematics Literacy of Secondary Students in Solving Simultanenous Linear Equations

    NASA Astrophysics Data System (ADS)

    Sitompul, R. S. I.; Budayasa, I. K.; Masriyah

    2018-01-01

    This study examines the profile of secondary students’ mathematical literacy in solving simultanenous linear equations problems in terms of cognitive style of visualizer and verbalizer. This research is a descriptive research with qualitative approach. The subjects in this research consist of one student with cognitive style of visualizer and one student with cognitive style of verbalizer. The main instrument in this research is the researcher herself and supporting instruments are cognitive style tests, mathematics skills tests, problem-solving tests and interview guidelines. Research was begun by determining the cognitive style test and mathematics skill test. The subjects chosen were given problem-solving test about simultaneous linear equations and continued with interview. To ensure the validity of the data, the researcher conducted data triangulation; the steps of data reduction, data presentation, data interpretation, and conclusion drawing. The results show that there is a similarity of visualizer and verbalizer-cognitive style in identifying and understanding the mathematical structure in the process of formulating. There are differences in how to represent problems in the process of implementing, there are differences in designing strategies and in the process of interpreting, and there are differences in explaining the logical reasons.

  3. The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

    NASA Astrophysics Data System (ADS)

    Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

    2017-02-01

    The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

  4. The role of cognitive style in the stress and coping of black South African adolescents.

    PubMed

    van Rooyen, Melinda; Naude, Luzelle; Nel, Lindi; Esterhuyse, Karel

    2014-12-01

    Although stress is a common phenomenon in all phases of life, it can be said that adolescence is a particularly stressful life stage. In South Africa, black adolescents are faced with many stressors and challenges which are placing demands on their emotional and cognitive resources. The aim of this study was to determine whether black South African adolescents with different cognitive styles (i.e. rational or experiential) differ in their levels of stress and coping. Furthermore, the common stressors that black adolescents experience and the coping styles predominantly used by black adolescents could be determined. One hundred and eighty-seven participants (88 males and 99 females) completed the Rational Experiential, the Coping Reponses and the Adolescent Stress Inventory. Adolescents operating from an experiential cognitive style experienced more stress regarding school performance, school attendance, financial pressure and emerging adult responsibility than adolescents operating from a rational cognitive style. Adolescents employing a rational style sought more alternative rewards as a coping strategy, whereas adolescents employing an experiential style relied more on emotional discharge. The findings of this study concur with previous research, but provide a unique perspective on adolescents' stress and coping in this South African context.

  5. Individual differences in brain structure and resting brain function underlie cognitive styles: evidence from the Embedded Figures Test.

    PubMed

    Hao, Xin; Wang, Kangcheng; Li, Wenfu; Yang, Wenjing; Wei, Dongtao; Qiu, Jiang; Zhang, Qinglin

    2013-01-01

    Cognitive styles can be characterized as individual differences in the way people perceive, think, solve problems, learn, and relate to others. Field dependence/independence (FDI) is an important and widely studied dimension of cognitive styles. Although functional imaging studies have investigated the brain activation of FDI cognitive styles, the combined structural and functional correlates with individual differences in a large sample have never been investigated. In the present study, we investigated the neural correlates of individual differences in FDI cognitive styles by analyzing the correlations between Embedded Figures Test (EFT) score and structural neuroimaging data [regional gray matter volume (rGMV) was assessed using voxel-based morphometry (VBM)]/functional neuroimaging data [resting-brain functions were measured by amplitude of low-frequency fluctuation (ALFF)] throughout the whole brain. Results showed that the increased rGMV in the left inferior parietal lobule (IPL) was associated with the EFT score, which might be the structural basis of effective local processing. Additionally, a significant positive correlation between ALFF and EFT score was found in the fronto-parietal network, including the left inferior parietal lobule (IPL) and the medial prefrontal cortex (mPFC). We speculated that the left IPL might be associated with superior feature identification, and mPFC might be related to cognitive inhibition of global processing bias. These results suggested that the underlying neuroanatomical and functional bases were linked to the individual differences in FDI cognitive styles and emphasized the important contribution of superior local processing ability and cognitive inhibition to field-independent style.

  6. Individual Differences in Brain Structure and Resting Brain Function Underlie Cognitive Styles: Evidence from the Embedded Figures Test

    PubMed Central

    Hao, Xin; Wang, Kangcheng; Li, Wenfu; Yang, Wenjing; Wei, Dongtao; Qiu, Jiang; Zhang, Qinglin

    2013-01-01

    Cognitive styles can be characterized as individual differences in the way people perceive, think, solve problems, learn, and relate to others. Field dependence/independence (FDI) is an important and widely studied dimension of cognitive styles. Although functional imaging studies have investigated the brain activation of FDI cognitive styles, the combined structural and functional correlates with individual differences in a large sample have never been investigated. In the present study, we investigated the neural correlates of individual differences in FDI cognitive styles by analyzing the correlations between Embedded Figures Test (EFT) score and structural neuroimaging data [regional gray matter volume (rGMV) was assessed using voxel-based morphometry (VBM)] / functional neuroimaging data [resting-brain functions were measured by amplitude of low-frequency fluctuation (ALFF)] throughout the whole brain. Results showed that the increased rGMV in the left inferior parietal lobule (IPL) was associated with the EFT score, which might be the structural basis of effective local processing. Additionally, a significant positive correlation between ALFF and EFT score was found in the fronto-parietal network, including the left inferior parietal lobule (IPL) and the medial prefrontal cortex (mPFC). We speculated that the left IPL might be associated with superior feature identification, and mPFC might be related to cognitive inhibition of global processing bias. These results suggested that the underlying neuroanatomical and functional bases were linked to the individual differences in FDI cognitive styles and emphasized the important contribution of superior local processing ability and cognitive inhibition to field-independent style. PMID:24348991

  7. Achievement Motivation of Primary Mathematics Education Teacher Candidates According to Their Cognitive Styles and Motivation Styles

    ERIC Educational Resources Information Center

    Yaman, Hakan; Dündar, Sefa; Ayvaz, Ülkü

    2015-01-01

    The aim of this study is to reveal whether there is relation between achievement motivations of teacher candidates according to their cognitive styles and motivation styles or not. This study was designed as a quantitative study due to collecting quantitative data and running statistical analyses. Both comparative and correlational survey methods…

  8. Development of an Adaptive Learning System with Multiple Perspectives based on Students' Learning Styles and Cognitive Styles

    ERIC Educational Resources Information Center

    Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen Jen-Hwa

    2013-01-01

    In this study, an adaptive learning system is developed by taking multiple dimensions of personalized features into account. A personalized presentation module is proposed for developing adaptive learning systems based on the field dependent/independent cognitive style model and the eight dimensions of Felder-Silverman's learning style. An…

  9. Cognitive and meta-cognitive dimensions of psychoses.

    PubMed

    O'Connor, Kieron

    2009-03-01

    This paper outlines cognitive approaches to understanding and treating positive psychotic symptoms, such as hallucinations, delusions, and dissociations. Recent cognitive accounts of psychosis are reviewed along with the claim that it is not the symptoms themselves but cognitive and meta-cognitive appraisals (attributions and beliefs) about the significance of the symptoms that cause distress and dysfunction. Psychotic symptoms do lie on a continuum with normal experience. Cognitive appraisal dimensions may interact with reasoning styles such as inferential confusion, cognitive slippage, fantasy proneness, and perceptual immersion (styles also normally distributed in the population) and together persuade the person with psychosis to live in fictional narratives as if they were real. Recent clinical studies suggest that addressing beliefs about symptoms modifying inferential styles and normalizing experiences may help symptom management.

  10. Concurrent Validity of Hill's Educational Cognitive Style Model as a Prototype for Successful Academic Programs Among Lower-Class Students.

    ERIC Educational Resources Information Center

    London, David T.

    Data from the stepwise multiple regression of four educational cognitive style predictor sets on each of six academic competence criteria were used to define the concurrent validity of Hill's educational cognitive style model. The purpose was to determine how appropriate it may be to use this model as a prototype for successful academic programs…

  11. The Quality of French Minority Students' Fictional Texts: A Study of the Influence of a Preferential Cognitive Style and Writing Strategy Scaffolding

    ERIC Educational Resources Information Center

    Cavanagh, Martine Odile; Langevin, Rene

    2010-01-01

    The object of this exploratory study was to test two hypotheses. The first was that a student's preferential cognitive style, sequential or simultaneous, can negatively affect the imaginative fiction texts that he or she produces. The second hypothesis was that students possessing a sequential or simultaneous preferential cognitive style would…

  12. Unravelling the Influence of Cognitive Style on Chinese Students' Classroom Behaviours: The Mediating Effects of the Structure-Oriented/Depth-Oriented Learning Approach

    ERIC Educational Resources Information Center

    Cheng, Hong-Yu; Guan, Shu-Yi

    2015-01-01

    This study was designed to investigate how cognitive style affects Chinese students' learning behaviours in the classroom. A concept labelled as the structure-oriented vs. depth-oriented learning approach was constructed, and its mediating effects in the link between cognitive style and learning behaviour were proposed and examined in this study.…

  13. Effects of Expertise and Cognitive Style on Information Use in Tactical Decision Making

    DTIC Science & Technology

    1988-06-01

    environmental situation. Demographic Characteristics Age Gender Rank/Command Level 5 Personality Characteristics Decision making style Cognitive style Learning...individuals with diverse decision making patterns to use a standard approach will adversely affect their decision making abilities. Further, the findings...Minneapolis MN: University of Minnesota, Cognitive, Science Research Group. Karp, S.A. (1963). Field dependence and overcoming embeddedness . J. Consult

  14. Supervising with Style.

    ERIC Educational Resources Information Center

    Norris, Cynthia J.

    1991-01-01

    Explores the nature of human thought and resulting personality patterns, examining the impact of supervisory behavior on teacher development. Supervisors operate from any of four cognitive styles (facts, form, futures, or feelings). They must understand their own cognitive style and enhance their capacity for holistic thinking while encouraging…

  15. Influence of anxiety, depression and looming cognitive style on auditory looming perception.

    PubMed

    Riskind, John H; Kleiman, Evan M; Seifritz, Erich; Neuhoff, John

    2014-01-01

    Previous studies show that individuals with an anticipatory auditory looming bias over-estimate the closeness of a sound source that approaches them. Our present study bridges cognitive clinical and perception research, and provides evidence that anxiety symptoms and a particular putative cognitive style that creates vulnerability for anxiety (looming cognitive style, or LCS) are related to how people perceive this ecologically fundamental auditory warning signal. The effects of anxiety symptoms on the anticipatory auditory looming effect synergistically depend on the dimension of perceived personal danger assessed by the LCS (physical or social threat). Depression symptoms, in contrast to anxiety symptoms, predict a diminution of the auditory looming bias. Findings broaden our understanding of the links between cognitive-affective states and auditory perception processes and lend further support to past studies providing evidence that the looming cognitive style is related to bias in threat processing. Copyright © 2013 Elsevier Ltd. All rights reserved.

  16. The Effects of Field Dependent/Field Independent Cognitive Styles and Motivational Styles on Students' Conceptual Understanding about Direct Current Circuits

    ERIC Educational Resources Information Center

    Karaçam, Sedat; Digilli Baran, Azize

    2015-01-01

    The purpose of this study is to investigate the effects of Field Dependent (FD)/Field Independent (FI) cognitive styles and motivational styles on high school students' conceptual understandings about direct current circuit concepts. The participants of this study consisted of 295 high school students (male = 127, female = 168) who were enrolled…

  17. The Relationship Between Interpersonal Cognitive Distortions and Attribution Styles Among Divorce Applicant Couples and its Impact on Sexual Satisfaction

    PubMed Central

    Mahdoodizaman, Morteza; Razaghi, Samira; Amirsardari, Lili; Hobbi, Omran; Ghaderi, Davod

    2016-01-01

    Background The current study aimed to investigate the relationship between cognitive distortions and attribution styles among divorce applicant couples and its impact on sexual satisfaction. Materials and Methods It was a cross-sectional study and its statistical samples were 55 divorce applicant couples (110 individuals) referred to Urmia courts, Urmia, Iran, from 2012 to 2013. The required data were gathered by interpersonal cognitive distortions, Larson sexual satisfaction and attribution style questionnaire. Results The findings of the research indicated the existence of a significant relationship between attribution styles for pleasant events and cognitive distortions. The results showed that an increasing amount of pleasant events reduces cognitive distortions among the divorce applicant couples (P < 0.05, r = 0.19). Attribution style has a significant relationship with sexual satisfaction among the divorced couples. As stable-unstable variables increase (P < 0.05, r = 0.22), pleasant events, (P < 0.05, r = 0.19), attribution styles (total) (P < 0.05, r = 0.19) and sexual satisfaction increases and vice versa. Also, there was no significant relationship between sexual satisfaction and cognitive distortions (P < 0.05, r = 0.04). Conclusions Normal and abnormal cognitive components are among the main factors affecting satisfaction or dissatisfaction in couples who are living together (sexual satisfaction is one of its main elements). PMID:27822285

  18. Negative cognitive style and cortisol recovery accentuate the relationship between life stress and depressive symptoms.

    PubMed

    Quinn, Meghan E; Grant, Kathryn E; Adam, Emma K

    2018-03-01

    When exposed to stressful life events, a significant number of adolescents will experience depressive symptoms. One model of depression suggests that individuals with a negative cognitive style are most vulnerable to depression following life stress. Alternatively, altered activation of the hypothalamic-pituitary-adrenal axis may explain vulnerability to depression following life stress. Each of these models plausibly explains the emergence of depressive symptoms during adolescence and have been investigated largely independently. The current study recruited a sample of urban adolescents (N = 179) to evaluate whether cortisol response to a laboratory stress induction and negative cognitive style are related and whether they independently interact with exposure to stressful life events to predict symptoms of depression. Negative cognitive style was not associated with cortisol response to the laboratory stressor. Rather, negative cognitive style and cortisol recovery independently interacted with stressful life events to predict current symptoms of depression. Results support a heterogeneous etiology of depression.

  19. Cognitive style, personality and vulnerability to postnatal depression.

    PubMed

    Jones, Lisa; Scott, Jan; Cooper, Caroline; Forty, Liz; Smith, Katherine Gordon; Sham, Pak; Farmer, Anne; McGuffin, Peter; Craddock, Nick; Jones, Ian

    2010-03-01

    Only some women with recurrent major depressive disorder experience postnatal episodes. Personality and/or cognitive styles might increase the likelihood of experiencing postnatal depression. To establish whether personality and cognitive style predicts vulnerability to postnatal episodes over and above their known relationship to depression in general. We compared personality and cognitive style in women with recurrent major depressive disorder who had experienced one or more postnatal episodes (postnatal depression (PND) group, n=143) with healthy female controls (control group, n=173). We also examined parous women with recurrent major depressive disorder who experienced no perinatal episodes (non-postnatal depression (NPND) group, n=131). The PND group had higher levels of neuroticism and dysfunctional beliefs, and lower self-esteem than the control group. However, there were no significant differences between the PND and NPND groups. Established personality and cognitive vulnerabilities for depression were reported by women with a history of postnatal depression, but there was no evidence that any of these traits or styles confer a specific risk for the postnatal onset of episodes.

  20. Learning Style Profile: Examiner's Manual.

    ERIC Educational Resources Information Center

    Keefe, James W.; Monk, John S.

    This examiner's manual accompanies the Learning Style Profile (LSP), which measures cognitive skills as well as affective and environmental preferences. Charles Letteri's General Operations Model was accepted as the prototype for relating learning styles to cognitive information processing. The LSP was developed from 1983 to 1986; several versions…

  1. Styles, Strategies & Tasks: Are They Related?

    ERIC Educational Resources Information Center

    Parnrod, Urarat; Darasawang, Pornapit; Singhasiri, Wareesiri

    2014-01-01

    This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive…

  2. The Developmental Origins of Cognitive Vulnerability to Depression: Temperament, Parenting, and Negative Life Events in Childhood as Contributors to Negative Cognitive Style

    ERIC Educational Resources Information Center

    Mezulis, Amy H.; Hyde, Janet Shibley; Abramson, Lyn Y.

    2006-01-01

    Cognitive models of depression have been well supported with adults, but the developmental origins of cognitive vulnerability are not well understood. The authors hypothesized that temperament, parenting, and negative life events in childhood would contribute to the development of cognitive style, with withdrawal negativity and negative parental…

  3. The Effects of Cognitive Style on the Learning Preferences of Graduate School Students

    DTIC Science & Technology

    1993-09-01

    Pre-Test Relationships Between Cognitive Style Types and Preferences for Learning MTDs ......... 91 vi Figure Page 15. Post-Test Relationships Between...Abstract This research establishes significant relationships between an individual’s cognitive style, measured by the Myers-Briggs Type Indicator (MBTI...the data provide an opportunity to determine if there are any relationships between them. Also, due to the pre-tests and post-tests, there is

  4. Dimensions of Cognitive Style: Their Interrelationships and Use in Maximizing Trainability.

    ERIC Educational Resources Information Center

    Manfredo, Pamela A.

    A growing interest among industrial and organizational psychologists is learning how to predict and maximize trainability. This study was conducted to examine the relationship between dimensions of cognitive style and perceptual mode as well as their association with a learning style instrument, explore the relationship between field…

  5. Assessment of Cognitive Style to Examine Students' Use of Hypermedia within Historic Costume.

    ERIC Educational Resources Information Center

    Frey, Diane; Simonson, Michael

    1993-01-01

    Cognitive style of 70 students in fashion merchandising or education was compared to their choice of media in a hypermedia lesson on costume using HyperCard. Students used hypermedia effectively to accommodate preferred style; 56% chose visual, 30% text, and 14% auditory. (SK)

  6. A longitudinal twin and sibling study of the hopelessness theory of depression in adolescence and young adulthood.

    PubMed

    Waszczuk, M A; Coulson, A E; Gregory, A M; Eley, T C

    2016-07-01

    Maladaptive cognitive biases such as negative attributional style and hopelessness have been implicated in the development and maintenance of depression. According to the hopelessness theory of depression, hopelessness mediates the association between attributional style and depression. The aetiological processes underpinning this influential theory remain unknown. The current study investigated genetic and environmental influences on hopelessness and its concurrent and longitudinal associations with attributional style and depression across adolescence and emerging adulthood. Furthermore, given high co-morbidity between depression and anxiety, the study investigated whether these maladaptive cognitions constitute transdiagnostic cognitive content common to both internalizing symptoms. A total of 2619 twins/siblings reported attributional style (mean age 15 and 17 years), hopelessness (mean age 17 years), and depression and anxiety symptoms (mean age 17 and 20 years). Partial correlations revealed that attributional style and hopelessness were uniquely associated with depression but not anxiety symptoms. Hopelessness partially mediated the relationship between attributional style and depression. Hopelessness was moderately heritable (A = 0.37, 95% confidence interval 0.28-0.47), with remaining variance accounted for by non-shared environmental influences. Independent pathway models indicated that a set of common genetic influences largely accounted for the association between attributional style, hopelessness and depression symptoms, both concurrently and across development. The results provide novel evidence that associations between attributional style, hopelessness and depression symptoms are largely due to shared genetic liability, suggesting developmentally stable biological pathways underpinning the hopelessness theory of depression. Both attributional style and hopelessness constituted unique cognitive content in depression. The results inform molecular genetics research and cognitive treatment approaches.

  7. Supramodal Enhancement of Auditory Perceptual and Cognitive Learning by Video Game Playing.

    PubMed

    Zhang, Yu-Xuan; Tang, Ding-Lan; Moore, David R; Amitay, Sygal

    2017-01-01

    Medical rehabilitation involving behavioral training can produce highly successful outcomes, but those successes are obtained at the cost of long periods of often tedious training, reducing compliance. By contrast, arcade-style video games can be entertaining and highly motivating. We examine here the impact of video game play on contiguous perceptual training. We alternated several periods of auditory pure-tone frequency discrimination (FD) with the popular spatial visual-motor game Tetris played in silence. Tetris play alone did not produce any auditory or cognitive benefits. However, when alternated with FD training it enhanced learning of FD and auditory working memory. The learning-enhancing effects of Tetris play cannot be explained simply by the visual-spatial training involved, as the effects were gone when Tetris play was replaced with another visual-spatial task using Tetris-like stimuli but not incorporated into a game environment. The results indicate that game play enhances learning and transfer of the contiguous auditory experiences, pointing to a promising approach for increasing the efficiency and applicability of rehabilitative training.

  8. Measurement of cognitive performance in computer programming concept acquisition: interactive effects of visual metaphors and the cognitive style construct.

    PubMed

    McKay, E

    2000-01-01

    An innovative research program was devised to investigate the interactive effect of instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style on the acquisition of programming concepts. The Cognitive Styles Analysis (CSA) program (Riding,1991) was used to establish the participants' cognitive style. The QUEST Interactive Test Analysis System (Adams and Khoo,1996) provided the cognitive performance measuring tool, which ensured an absence of error measurement in the programming knowledge testing instruments. Therefore, reliability of the instrumentation was assured through the calibration techniques utilized by the QUEST estimate; providing predictability of the research design. A means analysis of the QUEST data, using the Cohen (1977) approach to size effect and statistical power further quantified the significance of the findings. The experimental methodology adopted for this research links the disciplines of instructional science, cognitive psychology, and objective measurement to provide reliable mechanisms for beneficial use in the evaluation of cognitive performance by the education, training and development sectors. Furthermore, the research outcomes will be of interest to educators, cognitive psychologists, communications engineers, and computer scientists specializing in computer-human interactions.

  9. Monitoring and blunting styles in fluid restriction consultation.

    PubMed

    Lindberg, Magnus

    2012-04-01

    Excessive fluid overload is common in hemodialysis patients. Understanding fluid intake behavior in relation to used cognitive coping style would serve the fluid restriction consultation. The aim of this study was to explore whether hemodialysis patients' fluid intake behavior differs as a function of used coping style. Secondary analysis of data from 51 hemodialysis patients regarding cognitive coping style (assessed by the Threatening Medical Situations Inventory) and fluid intake behavior were used. The participants' mean age was 62.9 years (range 27-84), they had received dialysis treatment for 3.9 years on average (range 0-22), 63% were male and they had gained 3.6% (±1.3) of their dry body weight during the interdialytic period. There was a significant difference in fluid intake behavior between coping groups (F = 3.899, d.f. 2, P = 0.027). The difference (P = 0.028) was isolated between patients with cognitive blunting style and patients with neutral coping style. Identification of hemodialysis patients using cognitive avoidance strategies can be advantageous in renal care. Fluid advice provided may have to be adjusted to the used coping style, especially for patients with a blunting coping style. However, the findings need to be confirmed, and the effect of individualized counseling needs to be evaluated in forthcoming studies.

  10. Influence of cognitive style on information processing and selection of yogurt labels: Insights from an eye-tracking study.

    PubMed

    Mawad, Franco; Trías, Marcela; Giménez, Ana; Maiche, Alejandro; Ares, Gastón

    2015-08-01

    Cognitive styles are characteristic and stable ways in which people acquire, organize and use information for solving problems and making decisions. Field dependence/independence is one of the most studied cognitive styles. Field independent subjects are characterized by having less difficulty in separating information from its contextual surroundings and being less likely to be influenced by external cues than field dependent individuals. The present work aimed at studying the influence of field dependence/independence cognitive style on consumers' visual processing and choice of yogurt labels. One hundred and thirty three consumers completed a choice conjoint task. They were asked to select their preferred yogurt label from each of 16 pairs of labels. While they completed the task their eye movements were recorded using an eye-tracker. Then, consumers were asked to complete the Group Embedded Figure Test to determine their cognitive style. Consumers were divided into two groups with different cognitive styles: 58% of the sample was characterized as field dependent and 42% as field independent. When making their choices, field dependent consumers tended to engage in less thoughtful information processing than field independent consumers and they made fewer fixations on traditional nutritional information. Besides, cognitive style significantly affected the relative importance of fat and sugar content on consumer choices and modulated the influence of the traffic light system. Field dependent consumers gave less importance to the nutritional composition of the yogurts than field independent consumers for selecting their preferred label. Results from this work suggest that studying the psychological underpinnings of consumers' decision making process when selecting food products has a great potential to contribute to a better understanding of how eating patterns and consumer preferences are shaped. Copyright © 2015 Elsevier Ltd. All rights reserved.

  11. Cognitive vulnerabilities and depression versus other psychopathology symptoms and diagnoses in early adolescence.

    PubMed

    Alloy, Lauren B; Black, Shimrit K; Young, Mathew E; Goldstein, Kim E; Shapero, Benjamin G; Stange, Jonathan P; Boccia, Angelo S; Matt, Lindsey M; Boland, Elaine M; Moore, Lauren C; Abramson, Lyn Y

    2012-01-01

    We examined the concurrent associations between multiple cognitive vulnerabilities to depression featured in hopelessness theory, Beck's theory, and response styles theory and depressive symptoms and diagnoses in a sample of early adolescents. We also examined the specificity of these cognitive vulnerabilities to depression versus anxiety and externalizing psychopathology, controlling for co-occurring symptoms and diagnoses. Male and female, Caucasian and African American, 12- to 13-year-old adolescents were assessed in a cross-sectional design. Cognitive vulnerabilities of hopelessness, inferential style, rumination, and self-referent information processing were assessed with self-reports and behavioral tasks. Symptoms and diagnoses of depressive, anxiety, and externalizing disorders were assessed with self-report questionnaires and diagnostic interviews. Hopelessness exhibited the greatest specificity to depressive symptoms and diagnoses, whereas negative inferential styles, rumination, and negative self-referent information processing were associated with both depressive and anxiety symptoms and diagnoses and, in some cases, with externalizing disorders. Consistent with cognitive theories of depression, hopelessness, negative inferential styles, rumination, and negative self-referent information processing were associated with depressive symptoms and diagnoses. However, with the exception of hopelessness, most of the remaining cognitive vulnerabilities were not specific to depression. With further maturation of our sample, these cognitive vulnerabilities may become more specific to depression as cognitive styles further develop and consolidate, the rates of depression increase, and individuals' presentations of psychopathology become more differentiated.

  12. Cognitive Vulnerabilities and Depression versus Other Psychopathology Symptoms and Diagnoses in Early Adolescence

    PubMed Central

    Alloy, Lauren B.; Black, Shimrit K.; Young, Mathew E.; Goldstein, Kim E.; Shapero, Benjamin G.; Stange, Jonathan P.; Boccia, Angelo S.; Matt, Lindsey M.; Boland, Elaine M.; Moore, Lauren C.; Abramson, Lyn Y.

    2012-01-01

    Objective We examined the concurrent associations between multiple cognitive vulnerabilities to depression featured in Hopelessness Theory, Beck’s Theory, and Response Styles Theory and depressive symptoms and diagnoses in a sample of early adolescents. We also examined the specificity of these cognitive vulnerabilities to depression versus anxiety and externalizing psychopathology, controlling for co-occurring symptoms and diagnoses. Method Male and female, Caucasian and African-American, 12–13 year old adolescents were assessed in a cross-sectional design. Cognitive vulnerabilities of hopelessness, inferential style, rumination, and self-referent information processing were assessed with self-reports and behavioral tasks. Symptoms and diagnoses of depressive, anxiety, and externalizing disorders were assessed with self-report questionnaires and diagnostic interviews. Results Hopelessness exhibited the greatest specificity to depressive symptoms and diagnoses, whereas negative inferential styles, rumination, and negative self-referent information processing were associated with both depressive and anxiety symptoms and diagnoses and, in some cases, with externalizing disorders. Conclusions Consistent with cognitive theories of depression, hopelessness, negative inferential styles, rumination, and negative self-referent information processing were associated with depressive symptoms and diagnoses. However, with the exception of hopelessness, most of the remaining cognitive vulnerabilities were not specific to depression. With further maturation of our sample, these cognitive vulnerabilities may become more specific to depression as cognitive styles further develop and consolidate, the rates of depression increase, and individuals’ presentations of psychopathology become more differentiated. PMID:22853629

  13. Students' Metacognition and Cognitive Style and Their Effect on Cognitive Load and Learning Achievement

    ERIC Educational Resources Information Center

    López-Vargas, Omar; Ibáñez-Ibáñez, Jaime; Racines-Prada, Oswaldo

    2017-01-01

    The present research's objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence-Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two…

  14. Social-psychological profiles of identity styles: attitudinal and social-cognitive correlates in late adolescence.

    PubMed

    Soenens, Bart; Duriez, Bart; Goossens, Luc

    2005-02-01

    This study examined the relationships between three identity styles (i.e. the information style, the normative style, and the diffuse/avoidant style) and a number of social-cognitive and attitudinal variables (including empathy, prejudice, and conservatism). Discriminant analysis on a sample of late adolescents (N=393) led to the conclusion that two classes of variables differentiate between the three identity styles. Maladaptive coping strategies and, to a lesser extent, low empathy distinguished mainly between the information style and the normative style on the one hand and the diffuse/avoidant style on the other hand. Need for closure and measures of prejudice and conservatism differentiated primarily between the normative style and the two other styles. These two classes of variables can be related to two basic dimensions in current theory on adolescents' identity styles, that is, active vs. superficial processing of information and adherence to traditional opinions vs. openmindedness.

  15. Learning by Employing Educational Multimedia in Field-Dependent and Field-Independent Cognitive Styles

    ERIC Educational Resources Information Center

    Karamaerouz, Mohamad Javad; Abdi, Ali; Laei, Soosan

    2013-01-01

    Cognitive learning styles are relatively fixed procedures using which individuals receive, process and organize information. This paper aims to examine academic achievement in English for both field dependence and field independence learning styles using educational multimedia. The sample of the study consisted of 40 second-grade female students…

  16. A Test of Two Alternative Cognitive Processing Models: Learning Styles and Dual Coding

    ERIC Educational Resources Information Center

    Cuevas, Joshua; Dawson, Bryan L.

    2018-01-01

    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…

  17. Analytic cognitive style predicts paranormal explanations of anomalous experiences but not the experiences themselves: Implications for cognitive theories of delusions.

    PubMed

    Ross, Robert M; Hartig, Bjoern; McKay, Ryan

    2017-09-01

    It has been proposed that delusional beliefs are attempts to explain anomalous experiences. Why, then, do anomalous experiences induce delusions in some people but not in others? One possibility is that people with delusions have reasoning biases that result in them failing to reject implausible candidate explanations for anomalous experiences. We examine this hypothesis by studying paranormal interpretations of anomalous experiences. We examined whether analytic cognitive style (i.e. the willingness or disposition to critically evaluate outputs from intuitive processing and engage in effortful analytic processing) predicted anomalous experiences and paranormal explanations for these experiences after controlling for demographic variables and cognitive ability. Analytic cognitive style predicted paranormal explanations for anomalous experiences, but not the anomalous experiences themselves. We did not study clinical delusions. Our attempts to control for cognitive ability may have been inadequate. Our sample was predominantly students. Limited analytic cognitive style might contribute to the interpretation of anomalous experiences in terms of delusional beliefs. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Co-segregation of social cognition, executive function and local processing style in children with ASD, their siblings and normal controls.

    PubMed

    Oerlemans, Anoek M; Droste, Katharina; van Steijn, Daphne J; de Sonneville, Leo M J; Buitelaar, Jan K; Rommelse, Nanda N J

    2013-12-01

    Cognitive research proposes that social cognition (SC), executive functions (EF) and local processing style (weak CC) may be fruitful areas for research into the familial-genetic underpinnings of Autism Spectrum Disorders (ASD). The performance of 140 children with ASD, 172 siblings and 127 controls on tasks measuring SC (face recognition, affective prosody, and facial emotion recognition), EF (inhibition, cognitive flexibility, and verbal working memory) and local processing style was assessed. Compelling evidence was found for the interrelatedness of SC and EF, but not local processing style, within individuals and within families, suggesting that these domains tend to co-segregate in ASD. Using the underlying shared variance of these constructs in genetic research may increase the power for detecting susceptibility genes for ASD.

  19. The effect of cognitive appraisal for stressors on the oral health-related QOL of dry mouth patients.

    PubMed

    Matsuoka, Hirofumi; Chiba, Itsuo; Sakano, Yuji; Saito, Ichiro; Abiko, Yoshihiro

    2014-01-01

    Dry mouth is very common symptom, and psychological factors have an influence on this symptom. Although the influence of emotional factor related to patients with oral dryness has been examined in previous studies, the cognitive factors have not been examined thus far. The purpose of this study was to examine the influence of cognitive factors on patients with oral dryness. The participants were 106 patients complaining of oral dryness. They were required to complete a questionnaire measuring subjective oral dryness, oral-related QOL, cognition for stressors, and mood state. Correlational analyses revealed that OHIP-14 is significantly related to oral dryness, appraisal for effect, appraisal for threat, and commitment. These correlations were maintained even after controlling for the influence of depression and anxiety. Using oral dryness, appraisal for effect, appraisal for threat, and commitment, cluster analysis was done and three clusters (cluster-1, severe oral dryness; cluster-2, positive cognitive style: cluster-3, negative cognitive style) were extracted. The results of ANOVA showed that the group with severe oral dryness (cluster-1) had a significantly higher score on OHIP-14 than the other two groups. There was no significant difference between the groups with positive (cluster-2) and negative (cluster-3) cognitive style. Although the group of patients with positive cognitive style complained of more severe oral dryness than the group with negative cognitive style, no significant difference was observed between these two groups in OHIP-14. These results indicate that cognitive factors would be a useful therapeutic target for the improvement of the oral-related QOL of patients with oral dryness.

  20. Social cognition in schizophrenia: factor structure, clinical and functional correlates.

    PubMed

    Buck, Benjamin E; Healey, Kristin M; Gagen, Emily C; Roberts, David L; Penn, David L

    2016-08-01

    Social cognition is consistently impaired in people with schizophrenia, separable from general neurocognition, predictive of real-world functioning and amenable to psychosocial treatment. Few studies have empirically examined its underlying factor structure. This study (1) examines the factor structure of social cognition in both a sample of individuals with schizophrenia-spectrum disorders and non-clinical controls and (2) explores relationships of factors to neurocognition, symptoms and functioning. A factor analysis was conducted on social cognition measures in a sample of 65 individuals with schizophrenia or schizoaffective disorder, and 50 control participants. The resulting factors were examined for their relationships to symptoms and functioning. Results suggested a two-factor structure in the schizophrenia sample (social cognition skill and hostile attributional style) and a three-factor structure in the non-clinical sample (hostile attributional style, higher-level inferential processing and lower-level cue detection). In the schizophrenia sample, the social cognition skill factor was significantly related to negative symptoms and social functioning, whereas hostile attributional style predicted positive and general psychopathology symptoms. The factor structure of social cognition in schizophrenia separates hostile attributional style and social cognition skill, and each show differential relationships to relevant clinical variables in schizophrenia.

  1. Stability of Cognitive Vulnerabilities to Depression: A Short-Term Prospective Multiwave Study

    PubMed Central

    Hankin, Benjamin L.

    2009-01-01

    The stability of 3 cognitive vulnerabilities—a negative cognitive style, dysfunctional attitudes, and rumination—as well as depressive symptoms as a benchmark were examined to investigate whether cognitive vulnerabilities are stable, enduring risks for depression. A sample of adolescents (6th–10th graders) completed measures of these 3 cognitive vulnerabilities and depressive symptoms every 5 weeks for 4 waves of data across 5 months. Mean-level and differential stability were examined for the sample overall and by age subgroups. A negative cognitive style exhibited mean-level stability, whereas rumination and dysfunctional attitudes showed some mean-level change. Absolute magnitudes of test–retest reliabilities were strong for depressive symptoms (mean r = .70), moderately high for a negative cognitive style (mean r = .52), and more modest for rumination (mean r = .28) and dysfunctional attitudes (mean r = .26). Structural equation modeling showed that primarily enduring processes, but not contextual forces, contributed to the patterning of these test–retest reliabilities over time for a negative cognitive style and dysfunctional attitudes, whereas both enduring and contextual dynamics appeared to underlie the stability for rumination. Theoretical and clinical implications of these findings are discussed. PMID:18489208

  2. Students Wearing Police Uniforms Exhibit Biased Attention toward Individuals Wearing Hoodies.

    PubMed

    Civile, Ciro; Obhi, Sukhvinder S

    2017-01-01

    Police provide an essential public service and they often operate in difficult circumstances, requiring high-speed cognition. Recent incidents involving apparent profiling and aggressive behavior have led to accusations that the police are sometimes biased. Given that previous research has shown a link between clothing and cognition, we investigated the question of whether the police uniform itself might induce a bias in social attention. To address this question, and using a Canadian university student sample, we assessed whether wearing a police uniform biases attention toward black faces compared to white faces, and low-status individuals compared to high-status individuals. In Experiment 1 ( n = 28), participants wore either a police-style uniform or mechanic overalls, and performed a shape categorization task in the presence of a distractor that could be either: a black face, a white face, a person wearing a hoodie (whom we propose will be associated with low SES), or a person wearing a suit (whom we propose will be associated with high SES). Participants wearing the police-style uniform exhibited biased attention, indexed by slower reaction times (RTs), in the presence of low-SES images. In Experiment 2 ( n = 28), we confirmed this bias using a modified Dot-Probe task - an alternate measure of attentional bias in which we observed faster RTs to a dot probe that was spatially aligned with a low SES image. Experiment 3 ( n = 56) demonstrated that attentional bias toward low-SES targets appears only when participants wear the police-style uniform, and not when they are simply exposed to it - by having it placed on the desk in front of them. Our results demonstrate that wearing a police-style uniform biases attention toward low-SES targets. Thus, wearing a police-style uniform may induce a kind of "status-profiling" in which individuals from low-status groups become salient and capture attention. We note that our results are limited to university students and that it will be important to extend them to members of the community and law-enforcement officers. We discuss how uniforms might exert their effects on cognition by virtue of the power and cultural associations they evoke in the wearer.

  3. An anthropological perspective on the evolution and lateralization of the brain.

    PubMed

    Dawson, J L

    1977-09-30

    The purpose of this paper is to review the anthropological evidence relating to the cultural determinants of the right-hand first postaulted by Hertz in his classic study. Also a genetic/cultural conformity model of handedness is presented that postulates that the incidence of handedness in a society is held to result both from the genetic expression of handedness interacting with cultural pressures towards conformity. The evolutionary basis for the hemispheric functional organization into cognitive and perceptual hemispheric functions is discussed in terms of "right-handed dominant homozygotes, DD," "heterozygotes, DR," mixed-handers, and "left-handed recessive homozygotes, RR." The cross-cultural distribution of handedness provides support for this model since the more conforming agriculturalists as measured by the Asch Test have a significantly lower incidence of left-handedness (0.59%, 1.5% and 3.4%), while the more permissively socialized Eskimo and Arunta hunters, who are seen to be more independent on the Asch Test, have 11.3% and 10.5% left-handers, respectively. Also, due to the greater pressures for females to conform in agricultural societies, the incidence of female left-handedness in agricultural societies is 0% out of 330 female Ss, with 3.8%, 0.79%, and 2.5% in agricultural males, as contrasted with the Eskimo hunters who have 12.5% left-handed males and 10.3% left-handed females, showing no significant sex difference. A further Hong Kong-English study also supports the genetic/cultural conformity model with a significantly lower incidence of Hong Kong Chinese left-handers (RR: male = 2.7%, and female = 4.2%). The next section, concerned with the neonatal sex-hormone differentiation and lateralization processes, provides a neuropsychologic theory relating to spatial and linguistic skills that is relevant to the following section, which deals with relationships between laterality and cognitive style. The results are also presented for the Alaskan Eskimo in relation to hand, eye, auditory dominance and cognitive style. The analysis of Eskimo fixed-versus mixed-laterality data also confirms, as predicted, that both within and across a modality (e.g., right hand/right eye/right ear) fixed right-dominance Eskimo Ss are more field-independent than mixed-dominance Ss, while the fixed left-dominance Ss are the most field-dependent and have lower spatial skills. The discussion section reviews the papers relating to the genetic/conformity model of handedness, as well as laterality and cognitive style. The evolutionary adaptive significance of sex differences in gonadal differentiation and lateralization of the brain on spatial and linguistic skills are also reviewed. The conclusions are concerned with the implications for biosocial theory and the rapidly changing incidence of left-handedness due to accompanying changes in cultural pressures both within and across cultures.

  4. Comparative Study of Cognitive Styles in Egypt, Greece, Hong Kong and the UK.

    ERIC Educational Resources Information Center

    Savvas, Michael; El-Kot, Ghada; Sadler-Smith, Eugene

    2001-01-01

    Cognitive Style Inventory scores for business undergraduates in Greece (n=48), Egypt (n=45), and the United Kingdom (n=42) and postgraduates/managers in Egypt (n=20), Hong Kong (n=38) and the United Kingdom (n=21) indicated that, among undergraduates of different cultures, there were no significant style differences. Some differences in the…

  5. Cognitive Style and Educational Performance. The Case of Public Schools in Bogotá, Colombia

    ERIC Educational Resources Information Center

    Hederich-Martínez, Christian; Camargo-Uribe, Angela

    2016-01-01

    This study analyses the relationships among educational performance, field dependence-independence cognitive style and factors traditionally associated with performance and style, to build a comprehensive model of factors associated with the levels of education performance of students in Bogotá. A total of 3003 students, of grades 8 and 10, from…

  6. The Effects of Cognitive Style and Media Richness on Commitment to Telework and Virtual Teams.

    ERIC Educational Resources Information Center

    Workman, Michael; Kahnweiler, William; Bommer, William

    2003-01-01

    Sternberg's Thinking Style Inventory and the Organizational Commitment Questionnaire were completed by 261 of 552 teleworkers in virtual teams. Cognitive styles and types of media (rich/lean) were associated with commitment to telework and to the team. Results have implications for staff development and the design of telework. (Contains 74…

  7. ESL Teaching and Learning Styles at the University of the Americas, Puebla, Mexico.

    ERIC Educational Resources Information Center

    Bauder, Thomas A.; Milman, Jacquelyn

    A summary is presented of research on learning and teaching styles in English as a Second Language, and of results of learning and teaching style preference surveys conducted at a Mexican university in 1989. The students surveyed demonstrated much more cognitive flexibility or willingness to learn through different cognitive modes than was…

  8. Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

    ERIC Educational Resources Information Center

    Hardaker, Glenn; Dockery, Richard; Sabki, A'ishah Ahmad

    2010-01-01

    This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognising cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging…

  9. Switching to a 10-day Mediterranean-style diet improves mood and cardiovascular function in a controlled crossover study.

    PubMed

    Lee, Jaime; Pase, Matthew; Pipingas, Andrew; Raubenheimer, Jessica; Thurgood, Madeline; Villalon, Lorena; Macpherson, Helen; Gibbs, Amy; Scholey, Andrew

    2015-05-01

    Even short-term adherence to a Mediterranean-style diet may benefit aspects of psychological functioning. The aim of the present study was to assess the effects of switching to a 10-d Mediterranean-style diet on mood, cognition, and cardiovascular measures. Using a crossover design, 24 women were randomly assigned to either the diet change (where they switched to a Mediterranean-style diet) or no diet change (normal diet) condition for 10 days before switching to the other condition for the same duration. Mood, cognition, and cardiovascular measures of blood pressure, blood flow velocity, and arterial stiffness were assessed at baseline and at the completion of the two diets (days 11 and 22). Independent of whether the Mediterranean-style diet was undertaken before or after the crossover, it was associated with significantly elevated contentment and alertness, and significantly reduced confusion. Additionally, aspects of cognition, such as memory recall, improved significantly as a result of switching to the Mediterranean-style diet. Regarding cardiovascular measures, there was a significant reduction in augmentation pressure associated with the Mediterranean-style diet intervention, but blood flow velocity through the common carotid artery did not change. This Mediterranean-style diet has the potential to enhance aspects of mood, cognition, and cardiovascular function in a young, healthy adult sample. Copyright © 2015 Elsevier Inc. All rights reserved.

  10. Strategic Style in Pared-Down Poker

    NASA Astrophysics Data System (ADS)

    Burns, Kevin

    This chapter deals with the manner of making diagnoses and decisions, called strategic style, in a gambling game called Pared-down Poker. The approach treats style as a mental mode in which choices are constrained by expected utilities. The focus is on two classes of utility, i.e., money and effort, and how cognitive styles compare to normative strategies in optimizing these utilities. The insights are applied to real-world concerns like managing the war against terror networks and assessing the risks of system failures. After "Introducing the Interactions" involved in playing poker, the contents are arranged in four sections, as follows. "Underpinnings of Utility" outlines four classes of utility and highlights the differences between them: economic utility (money), ergonomic utility (effort), informatic utility (knowledge), and aesthetic utility (pleasure). "Inference and Investment" dissects the cognitive challenges of playing poker and relates them to real-world situations of business and war, where the key tasks are inference (of cards in poker, or strength in war) and investment (of chips in poker, or force in war) to maximize expected utility. "Strategies and Styles" presents normative (optimal) approaches to inference and investment, and compares them to cognitive heuristics by which people play poker--focusing on Bayesian methods and how they differ from human styles. The normative strategy is then pitted against cognitive styles in head-to-head tournaments, and tournaments are also held between different styles. The results show that style is ergonomically efficient and economically effective, i.e., style is smart. "Applying the Analysis" explores how style spaces, of the sort used to model individual behavior in Pared-down Poker, might also be applied to real-world problems where organizations evolve in terror networks and accidents arise from system failures.

  11. Beck's cognitive theory and the response style theory of depression in adolescents with and without mild to borderline intellectual disability.

    PubMed

    Weeland, Martine M; Nijhof, Karin S; Otten, R; Vermaes, Ignace P R; Buitelaar, Jan K

    2017-10-01

    This study tests the validity of Beck's cognitive theory and Nolen-Hoeksema's response style theory of depression in adolescents with and without MBID. The relationship between negative cognitive errors (Beck), response styles (Nolen-Hoeksema) and depressive symptoms was examined in 135 adolescents using linear regression. The cognitive error 'underestimation of the ability to cope' was more prevalent among adolescents with MBID than among adolescents with average intelligence. This was the only negative cognitive error that predicted depressive symptoms. There were no differences between groups in the prevalence of the three response styles. In line with the theory, ruminating was positively and problem-solving was negatively related to depressive symptoms. Distractive response styles were not related to depressive symptoms. The relationship between response styles, cognitive errors and depressive symptoms were similar for both groups. The main premises of both theories of depression are equally applicable to adolescents with and without MBID. The cognitive error 'Underestimation of the ability to cope' poses a specific risk factor for developing a depression for adolescents with MBID and requires special attention in treatment and prevention of depression. WHAT THIS PAPER ADDS?: Despite the high prevalence of depression among adolescents with MBID, little is known about the etiology and cognitive processes that play a role in the development of depression in this group. The current paper fills this gap in research by examining the core tenets of two important theories on the etiology of depression (Beck's cognitive theory and Nolen-Hoeksema's response style theory) in a clinical sample of adolescents with and without MBID. This paper demonstrated that the theories are equally applicable to adolescents with MBID, as to adolescents with average intellectual ability. However, the cognitive bias 'underestimation of the ability to cope' was the only cognitive error related to depressive symptoms, and was much more prevalent among adolescents with MBID than among adolescents with average intellectual ability. This suggests that underestimating one's coping skills may be a unique risk factor for depression among adolescents with MBID. This knowledge is important in understanding the causes and perpetuating mechanisms of depression in adolescents with MBID, and for the development of prevention- and treatment programs for adolescents with MBID. Copyright © 2017 Elsevier Ltd. All rights reserved.

  12. Electrophysiological Determinants of Cognitive Style: Implications for Educational and Psychological Research.

    ERIC Educational Resources Information Center

    Dunn, Bruce R.; Reddix, Michael D.

    Implications of two studies conducted by the Institute for Human and Machine Cognition (IHMC) at the University of West Florida (Pensacola) regarding electrophysiological determinants of cognitive style (CS) are discussed. Most of the IHMC's research focuses on bimodal processing theory, according to which the human brain has at least two…

  13. The Contributions of Attachment Styles, Irrational Beliefs and Psychological Symptoms to the Prediction of Cognitive Flexibility

    ERIC Educational Resources Information Center

    Gunduz, Bülent

    2013-01-01

    In this research, the contributions of styles of attachment, irrational beliefs and psychological symptoms to the prediction of cognitive flexibility were analysed. The sample consists of 436 students studying in various departments and faculties in Mersin University. The Cognitive Flexibility Scale, Relationships Scale, Irrational Beliefs Scale…

  14. The Role of Training, Individual Differences and Knowledge Representation in Cognitive-Oriented Task Performance.

    ERIC Educational Resources Information Center

    Koubek, Richard J.

    The roles of training, problem representation, and individual differences on performance of both automated (simple) and controlled (complex) process tasks were studied. The following hypotheses were tested: (1) training and cognitive style affect the representation developed; (2) training and cognitive style affect the development and performance…

  15. The Criterion Problem in the Evaluation of Instruction: Assessing Possible Not Just Intended Outcomes.

    ERIC Educational Resources Information Center

    Messick, Samuel

    Cognitive styles--defined as information processing habits--should be considered as a criterion variable in the evaluation of instruction. Research findings identify the characteristics of different cognitive stles. Used in educational practice and evaluation, cognitive styles would be new process variables extending the assessment of mental…

  16. Imitation, Inspiration, and Creation: Cognitive Process of Creative Drawing by Copying Others' Artworks.

    PubMed

    Okada, Takeshi; Ishibashi, Kentaro

    2017-09-01

    To investigate the cognitive processes underlying creative inspiration, we tested the extent to which viewing or copying prior examples impacted creative output in art. In Experiment 1, undergraduates made drawings under three conditions: (a) copying an artist's drawing, then producing an original drawing; (b) producing an original drawing without having seen another's work; and (c) copying another artist's work, then reproducing that artist's style independently. We discovered that through copying unfamiliar abstract drawings, participants were able to produce creative drawings qualitatively different from the model drawings. Process analyses suggested that participants' cognitive constraints became relaxed, and new perspectives were formed from copying another's artwork. Experiment 2 showed that exposure to styles of artwork considered unfamiliar facilitated creativity in drawing, while styles considered familiar did not do so. Experiment 3 showed that both copying and thoroughly viewing artwork executed using an unfamiliar style facilitated creativity in drawing, whereas merely thinking about alternative styles of artistic representation did not do so. These experiments revealed that deep encounters with unfamiliar artworks-whether through copying or prolonged observation-change people's cognitive representations of the act of drawing to produce novel artwork. Copyright © 2016 Cognitive Science Society, Inc.

  17. The influence of parenting on maladaptive cognitive schema: a cross-sectional research on a group of adults

    PubMed Central

    Pellerone, Monica; Iacolino, Calogero; Mannino, Giuseppe; Formica, Ivan; Zabbara, Simona Maria

    2017-01-01

    Background The literature emphasizes the role of early interpersonal experiences in the development of cognitive vulnerability; in particular, interruptions in early family relationships, parental unavailability and dysfunctional parenting are potential evolutionary precursors to negative cognitive style and emotional disorders. Materials and methods This study measured the relationship of retrospective ratings on parental bonding with cognitive patterns in a group of Italian adults. The objectives of this study were as follows: to analyze the influence of age and education level on cognitive domains; to verify whether being parents and living at home with parents affect both parenting style and cognitive domains; to investigate how the type of the maternal and paternal parenting independently affects cognitive styles; to measure the predictive variables for the use of cognitive dysfunctional patterns and to investigate age as a moderating variable of the relation between parenting styles and cognitive domains in a group of adult men and women. The research involved 209 adults (118 males and 91 females) living in Sicily (Italy) aged between 20 and 60 years (M = 37.52; SD = 11.42). The research lasted for 1 year. The instruments used were the Parental Bonding Instrument to measure the perception of parenting during childhood and the Young Schema Questionnaire-3 to investigate cognitive patterns. Results Data show that being a younger adult male with mother’s parenting style characterized by a lower level of nurturance is predictive of the disconnection and rejection domain, whereas, being a younger adult woman, with a higher level of maternal control is predictive of the impaired limits domain. Conclusion This study underlines that because mothers and fathers establish different bonds with their children, care and control by both parents might impact different domains of development. PMID:28203113

  18. The influence of parenting on maladaptive cognitive schema: a cross-sectional research on a group of adults.

    PubMed

    Pellerone, Monica; Iacolino, Calogero; Mannino, Giuseppe; Formica, Ivan; Zabbara, Simona Maria

    2017-01-01

    The literature emphasizes the role of early interpersonal experiences in the development of cognitive vulnerability; in particular, interruptions in early family relationships, parental unavailability and dysfunctional parenting are potential evolutionary precursors to negative cognitive style and emotional disorders. This study measured the relationship of retrospective ratings on parental bonding with cognitive patterns in a group of Italian adults. The objectives of this study were as follows: to analyze the influence of age and education level on cognitive domains; to verify whether being parents and living at home with parents affect both parenting style and cognitive domains; to investigate how the type of the maternal and paternal parenting independently affects cognitive styles; to measure the predictive variables for the use of cognitive dysfunctional patterns and to investigate age as a moderating variable of the relation between parenting styles and cognitive domains in a group of adult men and women. The research involved 209 adults (118 males and 91 females) living in Sicily (Italy) aged between 20 and 60 years ( M = 37.52; SD = 11.42). The research lasted for 1 year. The instruments used were the Parental Bonding Instrument to measure the perception of parenting during childhood and the Young Schema Questionnaire-3 to investigate cognitive patterns. Data show that being a younger adult male with mother's parenting style characterized by a lower level of nurturance is predictive of the disconnection and rejection domain, whereas, being a younger adult woman, with a higher level of maternal control is predictive of the impaired limits domain. This study underlines that because mothers and fathers establish different bonds with their children, care and control by both parents might impact different domains of development.

  19. The effect of cognitive appraisal for stressors on the oral health-related QOL of dry mouth patients

    PubMed Central

    2014-01-01

    Background Dry mouth is very common symptom, and psychological factors have an influence on this symptom. Although the influence of emotional factor related to patients with oral dryness has been examined in previous studies, the cognitive factors have not been examined thus far. Objective The purpose of this study was to examine the influence of cognitive factors on patients with oral dryness. Methods The participants were 106 patients complaining of oral dryness. They were required to complete a questionnaire measuring subjective oral dryness, oral-related QOL, cognition for stressors, and mood state. Results Correlational analyses revealed that OHIP-14 is significantly related to oral dryness, appraisal for effect, appraisal for threat, and commitment. These correlations were maintained even after controlling for the influence of depression and anxiety. Using oral dryness, appraisal for effect, appraisal for threat, and commitment, cluster analysis was done and three clusters (cluster-1, severe oral dryness; cluster-2, positive cognitive style: cluster-3, negative cognitive style) were extracted. The results of ANOVA showed that the group with severe oral dryness (cluster-1) had a significantly higher score on OHIP-14 than the other two groups. There was no significant difference between the groups with positive (cluster-2) and negative (cluster-3) cognitive style. Conclusion Although the group of patients with positive cognitive style complained of more severe oral dryness than the group with negative cognitive style, no significant difference was observed between these two groups in OHIP-14. These results indicate that cognitive factors would be a useful therapeutic target for the improvement of the oral-related QOL of patients with oral dryness. PMID:26019720

  20. Analytic cognitive style, not delusional ideation, predicts data gathering in a large beads task study.

    PubMed

    Ross, Robert M; Pennycook, Gordon; McKay, Ryan; Gervais, Will M; Langdon, Robyn; Coltheart, Max

    2016-07-01

    It has been proposed that deluded and delusion-prone individuals gather less evidence before forming beliefs than those who are not deluded or delusion-prone. The primary source of evidence for this "jumping to conclusions" (JTC) bias is provided by research that utilises the "beads task" data-gathering paradigm. However, the cognitive mechanisms subserving data gathering in this task are poorly understood. In the largest published beads task study to date (n = 558), we examined data gathering in the context of influential dual-process theories of reasoning. Analytic cognitive style (the willingness or disposition to critically evaluate outputs from intuitive processing and engage in effortful analytic processing) predicted data gathering in a non-clinical sample, but delusional ideation did not. The relationship between data gathering and analytic cognitive style suggests that dual-process theories of reasoning can contribute to our understanding of the beads task. It is not clear why delusional ideation was not found to be associated with data gathering or analytic cognitive style.

  1. The Effect of Cognitive Learning Style-Based Reading Program on the Achievement of Jordanian Freshmen English Majors

    ERIC Educational Resources Information Center

    Al-Hajaya, Nail; Al-Khresheh, Taisir

    2012-01-01

    The purpose of this study was to investigate cognitive learning style-based reading program on the achievement of Jordanian freshmen English majors. The subjects of the study consisted of 104 freshmen English majors enrolled for Reading Skills 1 in Tafila Technical University in Jordan in the fall semester 2007/2008. Students' learning styles,…

  2. Cognitive Vulnerabilities as Predictors of Stress Generation in Early Adolescence: Pathway to Depressive Symptoms

    PubMed Central

    Hamilton, Jessica L.; Stange, Jonathan P.; Shapero, Benjamin G.; Connolly, Samantha L.; Abramson, Lyn Y.; Alloy, Lauren B.

    2013-01-01

    Although individuals with depression have been found to experience a higher rate of stress in their lives, it remains unclear to what extent other personal characteristics may contribute to stress generation. The current study extended past research by examining the effects of two theoretically and empirically supported cognitive vulnerabilities to depression (negative cognitive style and rumination) as predictors of dependent interpersonal and achievement events, independent events, and relational peer victimization. In a diverse sample of 301 early adolescents (56% female; Mage = 12.82 years), we found that negative cognitive style prospectively predicted the experience of dependent interpersonal stress and relational victimization, and that rumination did not predict stress in any of the domains. Furthermore, the occurrence of intervening stress mediated the associations between negative cognitive style and subsequent depressive symptoms. Additionally, whereas negative cognitive style predicted relational victimization among both boys and girls, girls were particularly vulnerable to developing depressive symptoms following the occurrence of relational victimization. Thus, a negative cognitive may contribute to the occurrence of stressful events, which in turn increases depressive symptoms. Girls may be particularly reactive to the effects of relational victimization, representing one pathway through which sex differences in depression may emerge. PMID:23624770

  3. Honeybees can discriminate between Monet and Picasso paintings.

    PubMed

    Wu, Wen; Moreno, Antonio M; Tangen, Jason M; Reinhard, Judith

    2013-01-01

    Honeybees (Apis mellifera) have remarkable visual learning and discrimination abilities that extend beyond learning simple colours, shapes or patterns. They can discriminate landscape scenes, types of flowers, and even human faces. This suggests that in spite of their small brain, honeybees have a highly developed capacity for processing complex visual information, comparable in many respects to vertebrates. Here, we investigated whether this capacity extends to complex images that humans distinguish on the basis of artistic style: Impressionist paintings by Monet and Cubist paintings by Picasso. We show that honeybees learned to simultaneously discriminate between five different Monet and Picasso paintings, and that they do not rely on luminance, colour, or spatial frequency information for discrimination. When presented with novel paintings of the same style, the bees even demonstrated some ability to generalize. This suggests that honeybees are able to discriminate Monet paintings from Picasso ones by extracting and learning the characteristic visual information inherent in each painting style. Our study further suggests that discrimination of artistic styles is not a higher cognitive function that is unique to humans, but simply due to the capacity of animals-from insects to humans-to extract and categorize the visual characteristics of complex images.

  4. The Relationship between Cognitive Dissonance and Decision-Making Styles in a Sample of Female Students at the University of Umm Al Qura

    ERIC Educational Resources Information Center

    Allahyani, Mariam Hameed Ahmed

    2012-01-01

    The aim of this study is to determine the magnitude of cognitive dissonance present in a sample of female students at Umm Al Qura University, and clarifying the relationship between the cognitive dissonance and decision-making styles. It also aimed to identify differences between female students with high cognitive dissonance and those with low…

  5. Social cognition in schizophrenia: Factor structure, clinical and functional correlates

    PubMed Central

    Buck, Benjamin E.; Healey, Kristin M.; Gagen, Emily C.; Roberts, David L.; Penn, David L.

    2016-01-01

    Background Social cognition is consistently impaired in people with schizophrenia, separable from general neurocognition, predictive of real-world functioning, and amenable to psychosocial treatment. Few studies have empirically examined its underlying factor structure. Aims The present study (1) examines the factor structure of social cognition in both a sample of individuals with schizophrenia-spectrum disorders and non-clinical controls, and (2) explores relationships of factors to neurocognition, symptoms and functioning. Method A factor analysis was conducted on social cognition measures in a sample of sixty-five individuals with schizophrenia or schizoaffective disorder, and fifty control participants. The resulting factors were examined for their relationships to symptoms and functioning. Results Results suggested a two-factor structure in the schizophrenia sample (social cognition skill and hostile attributional style) and a three-factor structure in the non-clinical sample (hostile attributional style, higher-level inferential processing, and lower-level cue detection). In the schizophrenia sample, the social cognition skill factor was significantly related to negative symptoms and social functioning, while hostile attributional style predicted positive and general psychopathology symptoms. Conclusions The factor structure of social cognition in schizophrenia separates hostile attributional style and social cognition skill, and each show differential relationships to relevant clinical variables in schizophrenia. PMID:26747063

  6. Subjective cognitive impairment of older adults: a comparison between the US and China.

    PubMed

    Wu, Qiong

    2016-03-01

    Subjective assessment may be incomparable across countries due to differences in reporting styles. Based on two nationally representative surveys from the US and China, this study used data from three anchoring vignettes to estimate to what extent the US and Chinese older adults aged 50 and above differed in their reporting styles of subjective cognitive impairment. Cross country differences of subjective cognitive impairment were then estimated, both before and after adjusting for reporting heterogeneity. Directly assessed word recall test scores were analyzed to evaluate whether findings based on subjective cognitive impairment was consistent with objective performance. The results revealed a discrepancy between self-reported subjective cognitive impairment and directly assessed memory function among older adults: while Chinese respondents reported lower severity levels of subjective cognitive impairment, the US respondents demonstrated better performance in immediate word recall tests. By accounting for differences in reporting styles using anchoring vignettes data, Chinese older adults showed higher levels of subjective cognitive impairment than the US older adults, which was consistent with results from direct assessment of memory function. Non-negligible differences are present in reporting styles of subjective cognitive impairment. Cross country comparison needs to take into account such reporting heterogeneity. Copyright © 2016 John Wiley & Sons, Ltd.

  7. Gambling related cognitions mediate the association between thinking style and problem gambling severity.

    PubMed

    Emond, Melissa S; Marmurek, Harvey H C

    2010-06-01

    This study examined the associations among thinking style (rational versus experiential), gambling related cognitions, and problem gambling severity. The participants were 70 female and 41 male regular gamblers who completed the Gambling Related Cognitions Scale (Raylu and Oei, Addiction 99:757-769, 2004), the Rational-Experiential Inventory (Pacini and Epstien, J Pers Soc Psychol 76(6):972-987, 1999), and the Problem Gambling Severity Index (Ferris and Wynne, The Canadian problem and gambling index: final report. Canadian Centre on Substance Abuse, Ottawa, 2001). Rational thinking was negatively related to problem gambling severity. Gambling related biases increased with problem gambling severity but the strength of those biases was dampened by rational thought. The patterns by which gambling related cognition mediated the association between thinking style and gambling severity suggest that therapeutic interventions may benefit from a consideration of a gambler's thinking style.

  8. Influence of Cognitive Styles on Technical Drawing Students' Achievements in Senior Secondary School in Federal Capital Territory, Abuja

    ERIC Educational Resources Information Center

    Owodunni, A. Samuel; Sanni, AbdulRahman; Nwokolo-Ojo, Joy; Igwe, C. Obeta

    2017-01-01

    There are different cognitive strategies for processing information which in turn influence students' academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student's…

  9. The Relationship of Cognitive Style Variables to Optimal Test Performance in Hearing-Impaired Children.

    ERIC Educational Resources Information Center

    Dillon, Ronna F.

    The relationship of cognitive style variables and conditions of test administration was investigated in cognitive assessments of hearing-impaired children, aged six through eleven. One hundred-twenty children were given the Raven Coloured Progressive Matrices (CPM) and a Piagetian battery under one of six conditions of testing: (1) standard; (2)…

  10. An Investigation of Some Cognitive Style Variables and Their Relationships to Science Achievement.

    ERIC Educational Resources Information Center

    Zambotti, Geno; Fazio, Frank

    This study was designed to survey the cognitive style preferences of college students. Two instruments were used in obtaining data for this inquiry. The Cognitive Preference Survey for Physical Science, developed by the authors, gave three preference scores: Memory, a preference for simple content facts; Principle, for a concept or theoretical…

  11. The Italian Version of the Cognitive Style Indicator and Its Association with Decision-Making Preferences

    ERIC Educational Resources Information Center

    Miceli, Silvana; de Palo, Valeria; Monacis, Lucia; Cardaci, Maurizio; Sinatra, Maria

    2018-01-01

    The Cognitive Style Indicator (CoSI) includes 3 cognitive dimensions: creating (flexible, open-ended and inventive), knowing (emphasizing facts, details, objectivity, and rationality), and planning (guided by preferences for certainty and well-structured information). The first aim of this research was to validate the 3-factor structure of the…

  12. A Cognitive-Interpersonal Model of Adolescent Depression: The Impact of Family Conflict and Depressogenic Cognitive Styles

    ERIC Educational Resources Information Center

    Auerbach, Randy P.; Ho, Moon-Ho Ringo

    2012-01-01

    The goal of the study is to examine whether family conflict generates peer-related stress and subsequent depressive symptoms among adolescents. In addition, in the context of the proposed mediation model, we examine whether negative cognitive styles about the self, cause, and consequences moderate the mediational pathway between peer stress and…

  13. Conspiracy theory and cognitive style: a worldview

    PubMed Central

    Dagnall, Neil; Drinkwater, Kenneth; Parker, Andrew; Denovan, Andrew; Parton, Megan

    2015-01-01

    This paper assessed whether belief in conspiracy theories was associated with a particularly cognitive style (worldview). The sample comprised 223 volunteers recruited via convenience sampling and included undergraduates, postgraduates, university employees, and alumni. Respondents completed measures assessing a range of cognitive-perceptual factors (schizotypy, delusional ideation, and hallucination proneness) and conspiratorial beliefs (general attitudes toward conspiracist thinking and endorsement of individual conspiracies). Positive symptoms of schizotypy, particularly the cognitive-perceptual factor, correlated positively with conspiracist beliefs. The best predictor of belief in conspiracies was delusional ideation. Consistent with the notion of a coherent conspiratorial mindset, scores across conspiracy measures correlated strongly. Whilst findings supported the view that belief in conspiracies, within the sub-clinical population, was associated with a delusional thinking style, cognitive-perceptual factors in combination accounted for only 32% of the variance. PMID:25762969

  14. Conspiracy theory and cognitive style: a worldview.

    PubMed

    Dagnall, Neil; Drinkwater, Kenneth; Parker, Andrew; Denovan, Andrew; Parton, Megan

    2015-01-01

    This paper assessed whether belief in conspiracy theories was associated with a particularly cognitive style (worldview). The sample comprised 223 volunteers recruited via convenience sampling and included undergraduates, postgraduates, university employees, and alumni. Respondents completed measures assessing a range of cognitive-perceptual factors (schizotypy, delusional ideation, and hallucination proneness) and conspiratorial beliefs (general attitudes toward conspiracist thinking and endorsement of individual conspiracies). Positive symptoms of schizotypy, particularly the cognitive-perceptual factor, correlated positively with conspiracist beliefs. The best predictor of belief in conspiracies was delusional ideation. Consistent with the notion of a coherent conspiratorial mindset, scores across conspiracy measures correlated strongly. Whilst findings supported the view that belief in conspiracies, within the sub-clinical population, was associated with a delusional thinking style, cognitive-perceptual factors in combination accounted for only 32% of the variance.

  15. Influence of a Metacognitive Scaffolding for Information Search in B-"Learning" Courses on Learning Achievement and Its Relationship with Cognitive and Learning Style

    ERIC Educational Resources Information Center

    Huertas, Adriana; López, Omar; Sanabria, Luis

    2017-01-01

    The research's objective is to evaluate the differential effect that a metacognitive scaffolding for information web searches has on learning achievement of high school students with different cognitive style in the field dependence and independence dimension and on learning style in the dimension proposed by Honey and Alonso known as CHAEA. One…

  16. [Perception of social support in the aspect of a cognitive style of patients with affective disorders].

    PubMed

    Poradowska-Trzos, Magdalena; Dudek, Dominika; Rogoz, Monika; Zieba, Andrzej

    2008-01-01

    According to Aaron Beck, dysfunctional thinking patterns appear also in euthymic patients, after withdrawal of acute diseases symptoms. Patients have a disordered, negative image of themselves, of their future and the surrounding world. It has been shown that a way a man perceives possessed social support has a basic meaning for him. The purpose of the research was to analyze the relationship between perceived social support and the patient's cognitive style. The study group consisted of euthymic outpatients diagnosed with recurrent depressive disorder (UID) or bipolar affective disorder (BID). Assessment of a cognitive style was made according to the Rosenberg Scale, Hopelessness Scale HS-20 and Automatique Thoughts Questionnaire ATQ 30, assessment of the amount of received support - according to Cohen's ISEL. The presented study revealed that, in both groups of patients, a thinking style is disturbed and that there is a link between a cognitive style and the perception of the level of received support. The link was stronger in the group of patients with unipolar affective disorder. In both groups, correlations concerning emotional support were the highest.

  17. Cognitive Style and Drafting Performance.

    ERIC Educational Resources Information Center

    Guster, Dennis

    1986-01-01

    The relationships between drafting performance and the cognitive style construct of field dependence/field independence are examined. The analysis revealed that the performance of the field-independent individual is likely to be superior to that of the field-dependent student. (Author/CT)

  18. Public accountants' field dependence: Canadian evidence.

    PubMed

    Hicks, Elizabeth; Bagg, Robert; Doyle, Wendy; Young, Jeffrey D

    2007-12-01

    The cognitive styles of 113 practicing, professional accountants from Nova Scotia, Canada were examined using the Group Embedded Figures Test. They completed a demographic survey for descriptive information as well as their rank in the firm and preferred area of professional practice. Analysis suggested professional accountants tend to be more analytical than intuitive in cognitive style and, consistent with recent findings in other fields, men and women in accounting do not appear to be different in cognitive style. No statistically significant differences were found on the embedded figures scores across ranks of trainee, manager, and partner or across select, preferred areas of professional practice.

  19. The Role of Cognitive Style in the Collocational Knowledge Development of Iranian EFL Learners through Input Flood Treatment

    ERIC Educational Resources Information Center

    Mahvelati, Elaheh Hamed; Mukundan, Jayakaran

    2012-01-01

    The differences in cognitive style between individuals and the effect these differences can have on second language learning have long been recognized by educators and researchers. Hence, this issue is the focal center of the present study. More precisely, the purpose of this study was to investigate the role of participants' cognitive style…

  20. Style Matching or Ability Building? An Empirical Study on FD Learners' Learning in Well-Structured and Ill-Structured Asynchronous Online Learning Environments

    ERIC Educational Resources Information Center

    Zheng, Robert Z.; Flygare, Jill A.; Dahl, Laura B.

    2009-01-01

    The present study investigated (1) the impact of cognitive styles on learner performance in well-structured and ill-structured learning, and (2) scaffolding as a cognitive tool to improve learners' cognitive abilities, especially field dependent (FD) learners' ability to thrive in an ill-structured learning environment. Two experiments were…

  1. Interparental Conflict, Parenting, and Childhood Depression in a Diverse Urban Population: The Role of General Cognitive Style

    ERIC Educational Resources Information Center

    O'Donnell, Ellen H.; Moreau, Melissa; Cardemil, Esteban V.; Pollastri, Alisha

    2010-01-01

    Research on the mechanisms by which interparental conflict (IPC) affects child depression suggests that both parenting and children's conflict appraisals play important roles, but few studies have explored the role of general cognitive style or included both parenting and cognitions in the same design. Moreover, the effects of IPC on minority…

  2. Co-Segregation of Social Cognition, Executive Function and Local Processing Style in Children with ASD, Their Siblings and Normal Controls

    ERIC Educational Resources Information Center

    Oerlemans, Anoek M.; Droste, Katharina; van Steijn, Daphne J.; de Sonneville, Leo M. J.; Buitelaar, Jan K.; Rommelse, Nanda N.

    2013-01-01

    Cognitive research proposes that social cognition (SC), executive functions (EF) and local processing style (weak CC) may be fruitful areas for research into the familial-genetic underpinnings of Autism Spectrum Disorders (ASD). The performance of 140 children with ASD, 172 siblings and 127 controls on tasks measuring SC (face recognition,…

  3. Characterizing Communication Networks in a Web-Based Classroom: Cognitive Styles and Linguistic Behavior of Self-Organizing Groups in Online Discussions

    ERIC Educational Resources Information Center

    Vercellone-Smith, Pamela; Jablokow, Kathryn; Friedel, Curtis

    2012-01-01

    In this study, we explore the cognitive style profiles and linguistic patterns of self-organizing groups within a web-based graduate education course to determine how cognitive preferences and individual behaviors influence the patterns of information exchange and the formation of communication hierarchies in an online classroom. Network analysis…

  4. Prediction and constancy of cognitive-motivational structures in mothers and their adolescents.

    PubMed

    Malerstein, A J; Ahern, M M; Pulos, S; Arasteh, J D

    1995-01-01

    Three clinically-derived, cognitive-motivational structures were predicted in 68 adolescents from their caregiving situations as revealed in their mothers' interviews, elicited six years earlier. Basic to each structure is a motivational concern and its related social cognitive style, a style which corresponds to a Piagetian cognitive stage: concrete operational, intuitive or symbolic. Because these structure types parse a non-clinical population, current views of health and accordingly goals of treatment may need modification.

  5. Measuring cognitive vulnerability to depression: Development and validation of the cognitive style questionnaire

    PubMed Central

    Haeffel, Gerald J.; Gibb, Brandon E.; Metalsky, Gerald I.; Alloy, Lauren B.; Abramson, Lyn Y.; Hankin, Benjamin L.; Joiner, Thomas E.; Swendsen, Joel D.

    2014-01-01

    The Cognitive Style Questionnaire (CSQ) measures the cognitive vulnerability factor featured in the hopelessness theory of depression. The CSQ has been used in over 30 published studies since its inception, yet detailed information about the psychometric and validity properties of this instrument has yet to be published. In this article, we describe the development of the CSQ and review reliability and validity evidence. Findings to date using college samples, indicate that the CSQ is a reliable measure of cognitive vulnerability with a high degree of construct validity. PMID:18234405

  6. Measuring cognitive vulnerability to depression: development and validation of the cognitive style questionnaire.

    PubMed

    Haeffel, Gerald J; Gibb, Brandon E; Metalsky, Gerald I; Alloy, Lauren B; Abramson, Lyn Y; Hankin, Benjamin L; Joiner, Thomas E; Swendsen, Joel D

    2008-06-01

    The Cognitive Style Questionnaire (CSQ) measures the cognitive vulnerability factor featured in the hopelessness theory of depression. The CSQ has been used in over 30 published studies since its inception, yet detailed information about the psychometric and validity properties of this instrument has yet to be published. In this article, we describe the development of the CSQ and review reliability and validity evidence. Findings to date using college samples, indicate that the CSQ is a reliable measure of cognitive vulnerability with a high degree of construct validity.

  7. Individual differences in brain structure underpin empathizing-systemizing cognitive styles in male adults.

    PubMed

    Lai, Meng-Chuan; Lombardo, Michael V; Chakrabarti, Bhismadev; Ecker, Christine; Sadek, Susan A; Wheelwright, Sally J; Murphy, Declan G M; Suckling, John; Bullmore, Edward T; Baron-Cohen, Simon

    2012-07-16

    Individual differences in cognitive style can be characterized along two dimensions: 'systemizing' (S, the drive to analyze or build 'rule-based' systems) and 'empathizing' (E, the drive to identify another's mental state and respond to this with an appropriate emotion). Discrepancies between these two dimensions in one direction (S>E) or the other (E>S) are associated with sex differences in cognition: on average more males show an S>E cognitive style, while on average more females show an E>S profile. The neurobiological basis of these different profiles remains unknown. Since individuals may be typical or atypical for their sex, it is important to move away from the study of sex differences and towards the study of differences in cognitive style. Using structural magnetic resonance imaging we examined how neuroanatomy varies as a function of the discrepancy between E and S in 88 adult males from the general population. Selecting just males allows us to study discrepant E-S profiles in a pure way, unconfounded by other factors related to sex and gender. An increasing S>E profile was associated with increased gray matter volume in cingulate and dorsal medial prefrontal areas which have been implicated in processes related to cognitive control, monitoring, error detection, and probabilistic inference. An increasing E>S profile was associated with larger hypothalamic and ventral basal ganglia regions which have been implicated in neuroendocrine control, motivation and reward. These results suggest an underlying neuroanatomical basis linked to the discrepancy between these two important dimensions of individual differences in cognitive style. Copyright © 2012 Elsevier Inc. All rights reserved.

  8. The association between depression and eating styles in four European countries: The MooDFOOD prevention study.

    PubMed

    Paans, Nadine P G; Bot, Mariska; Brouwer, Ingeborg A; Visser, Marjolein; Roca, Miquel; Kohls, Elisabeth; Watkins, Ed; Penninx, Brenda W J H

    2018-05-01

    Depression, one of the most prevalent and disabling disorders in Europe, is thought to be associated with unhealthy eating styles. As prevalence of depression and eating styles potentially differ across Europe, the current study aimed to investigate in a large, European sample, the associations of history of major depressive disorder and depression severity with unhealthy eating styles. Baseline data of the MooDFOOD prevention study was used. The current analysis included 990 participants of four European countries (The Netherlands, United Kingdom, Germany, Spain). Analyses of Covariance and linear regression analyses were performed with depression history or depression severity as determinants, and emotional, uncontrolled, and cognitive restrained eating (Three Factor Eating Questionnaire Revised, 18 item) as outcomes. Depression history and severity were associated with more emotional and uncontrolled eating and with less cognitive restrained eating. Mood, somatic, and cognitive symptom clusters were also associated with more emotional and uncontrolled eating, and with less cognitive restrained eating. The somatic depressive symptoms "increased appetite" and "increased weight" were more strongly associated to unhealthy eating styles compared to other symptoms. No differences in associations between depression and unhealthy eating were found between European countries. Our results suggest that depression is related to more unhealthy eating styles. Diminishing unhealthy eating styles in subthreshold depressed persons could potentially reduce adverse health consequences like weight gain, unhealthy dietary patterns and weight-related diseases. It is also possible that interventions that decrease depressive symptoms can lead to a decrease in unhealthy eating styles. Copyright © 2018 Elsevier Inc. All rights reserved.

  9. Cognitive coping style (monitoring and blunting) and the need for information, information satisfaction and shared decision making among patients with haematological malignancies.

    PubMed

    Rood, Janneke A J; Van Zuuren, Florence J; Stam, Frank; van der Ploeg, Tjeerd; Huijgens, Peter C; Verdonck-de Leeuw, Irma M

    2015-05-01

    A haematological malignancy is a serious, life-altering disease and may be characterised as an uncontrollable and unpredictable stress situation. In dealing with potentially threatening information, individuals generally utilise two main cognitive coping styles: monitoring (the tendency to seek threat-relevant information) and blunting (avoiding threatening information and seeking distraction). The aim of this study was to obtain insight into the association between cognitive coping style and (a) need for information, (b) satisfaction with information, (c) involvement in decision making, and (d) quality of life (QoL). In this cross-sectional study, coping style was assessed among adult patients diagnosed with a haematological malignancy, using an adapted version of the Threatening Medical Situations Inventory. Information need, information satisfaction, decision-making preference and QoL were measured with validated questionnaires. In total, 458 patients returned the questionnaire (66%). A monitoring coping style was positively related to need for both general and specific information. Blunting was positively and QoL was negatively related to need for information. Monitoring was positively related to involvement in decision-making and negatively to information satisfaction. Using multivariate analysis, this relation between monitoring and information satisfaction disappeared, and for blunting, we found a negatively significant relation. QoL was not related to coping style. Among patients with haematological malignancies, coping style is related to a need for information, information satisfaction, and involvement in treatment decision-making. Therefore, it is important for health care professionals to be aware of individual differences in cognitive coping style. Copyright © 2014 John Wiley & Sons, Ltd.

  10. Technical Data for Five Learning Style Instruments with Instructional Applications.

    ERIC Educational Resources Information Center

    Lemire, David

    This manual presents five learning styles instruments and presents data related to validity and reliability and descriptive statistics. The manual also discusses the implications for learning presented by each of these learning models. For purposes of this discussion, "learning style,""cognitive style," and "personal style" are used synonymously.…

  11. Investigating Visual Literacy: Selected Readings from the Annual Conference of the International Visual Literacy Association (22nd, Bloomington/Normal, Illinois, October 1990).

    ERIC Educational Resources Information Center

    Beauchamp, Darrell G., Ed.; And Others

    This volume contains 53 articles grouped under five headings: (1) Research (14 papers on such topics as cognitive style and cognitive strategies, visual literacy training, and the impact of diagrams, type styles, and computer graphics on learning); (2) Theory (nine papers on such topics as the development of visual literacy concepts, cognition and…

  12. Effects of Load, Cognitive Complexity and Type A on Satisfaction.

    DTIC Science & Technology

    1983-06-01

    load, performance , style, cognitive style, Type A, cognitive complexity, stress, satisfaction , visual motor tasks 20. ABSTRAC (Continue on reverse side...1982) and Ewen (1973) have pointed toward pressure to perform as a condition which modifies the satisfaction - performance relationship. Other moderator...1975; Mehrabian and West, 1977) are much more rare than theory and research focused on, for example, the performance - satisfaction relationship

  13. Cognitive Styles: Sex and Ethnic Differences.

    ERIC Educational Resources Information Center

    Jones, Dionne J.

    This paper reviews the hallmark studies of field dependence-independence and considers the evidence for sex and ethnic differences in cognitive style. Research has traditionally linked females' early verbal superiority with field dependence and males' superior visuospatial skills with field independence. Studies challenging this picture cite…

  14. The politics of insight

    PubMed Central

    Salvi, Carola; Cristofori, Irene; Grafman, Jordan; Beeman, Mark

    2016-01-01

    Previous studies showed that liberals and conservatives differ in cognitive style. Liberals are more flexible, and tolerant of complexity and novelty, whereas conservatives are more rigid, are more resistant to change, and prefer clear answers. We administered a set of compound remote associate problems, a task extensively used to differentiate problem-solving styles (via insight or analysis). Using this task, several researches have proven that self-reports, which differentiate between insight and analytic problem-solving, are reliable and are associated with two different neural circuits. In our research we found that participants self-identifying with distinct political orientations demonstrated differences in problem-solving strategy. Liberals solved significantly more problems via insight instead of in a step-by-step analytic fashion. Our findings extend previous observations that self-identified political orientations reflect differences in cognitive styles. More specifically, we show that type of political orientation is associated with problem-solving strategy. The data converge with previous neurobehavioural and cognitive studies indicating a link between cognitive style and the psychological mechanisms that mediate political beliefs. PMID:26810954

  15. The Importance of Emotional Intelligence and Cognitive Style in Institutionalized Older Adults' Quality of Life.

    PubMed

    Luque-Reca, Octavio; Pulido-Martos, Manuel; Lopez-Zafra, Esther; Augusto-Landa, José M

    2018-01-01

    Despite previous evidence showing a positive relationship between emotional intelligence (EI) and quality of life (QoL), associating older adults' emotional processing with several health indicators, few studies have explored both the IE and the a mechanisms through which they affect QoL. This cross-sectional study analyzes the mediator role of optimistic and pessimistic cognitive styles in the relationship between perceived EI (PEI) and QoL in 115 institutionalized older adults from Southern Spain. Regression analyses showed, after controlling for cognitive style, that PEI predicted a significant percentage of variance in: Health (β = .25, p < .01), Functional abilities (β = .20, p < .05), Activity and leisure (β = .17, p < .05) and Life satisfaction (β = .21, p < .05). Additionally, multiple mediation analysis revealed that cognitive style partially mediated the relationship between PEI and Health, Activity and leisure and Life satisfaction. Thus, PEI could promote personal but not external or environmental QoL aspects, highlighting the importance of developing emotional skills for healthy aging.

  16. Algebraic Thinking in Solving Linier Program at High School Level: Female Student’s Field Independent Cognitive Style

    NASA Astrophysics Data System (ADS)

    Hardiani, N.; Budayasa, I. K.; Juniati, D.

    2018-01-01

    The aim of this study was to describe algebraic thinking of high school female student’s field independent cognitive style in solving linier program problem by revealing deeply the female students’ responses. Subjects in this study were 7 female students having field independent cognitive style in class 11. The type of this research was descriptive qualitative. The method of data collection used was observation, documentation, and interview. Data analysis technique was by reduction, presentation, and conclusion. The results of this study showed that the female students with field independent cognitive style in solving the linier program problem had the ability to represent algebraic ideas from the narrative question that had been read by manipulating symbols and variables presented in tabular form, creating and building mathematical models in two variables linear inequality system which represented algebraic ideas, and interpreting the solutions as variables obtained from the point of intersection in the solution area to obtain maximum benefit.

  17. The politics of insight.

    PubMed

    Salvi, Carola; Cristofori, Irene; Grafman, Jordan; Beeman, Mark

    2016-01-01

    Previous studies showed that liberals and conservatives differ in cognitive style. Liberals are more flexible, and tolerant of complexity and novelty, whereas conservatives are more rigid, are more resistant to change, and prefer clear answers. We administered a set of compound remote associate problems, a task extensively used to differentiate problem-solving styles (via insight or analysis). Using this task, several researches have proven that self-reports, which differentiate between insight and analytic problem-solving, are reliable and are associated with two different neural circuits. In our research we found that participants self-identifying with distinct political orientations demonstrated differences in problem-solving strategy. Liberals solved significantly more problems via insight instead of in a step-by-step analytic fashion. Our findings extend previous observations that self-identified political orientations reflect differences in cognitive styles. More specifically, we show that type of political orientation is associated with problem-solving strategy. The data converge with previous neurobehavioural and cognitive studies indicating a link between cognitive style and the psychological mechanisms that mediate political beliefs.

  18. Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

    PubMed

    Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

    2006-01-01

    Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

  19. Learning Style: Where Are We Going?

    ERIC Educational Resources Information Center

    Keefe, James W.

    1990-01-01

    Argues that cognitive style diagnosis gives a strong and rational basis to a personalized approach to education. Discusses the relationship between information processing and learning style. Describes the National Association of Secondary School Principals'"Learning Style Profile," which assesses students' perceptual responses, cognitive…

  20. The effect of a negative mood priming challenge on dysfunctional attitudes, explanatory style, and explanatory flexibility.

    PubMed

    Fresco, David M; Heimberg, Richard G; Abramowitz, Adrienne; Bertram, Tara L

    2006-06-01

    Ninety-seven undergraduates, 48 of whom had a history of self-reported major depression, completed measures of mood and cognitive style (e.g. explanatory style, explanatory flexibility, dysfunctional attitudes) prior to and directly after a negative mood priming challenge that consisted of listening to sad music and thinking about an upsetting past event. Eighteen of the previously depressed participants endorsed baseline levels of depression, explanatory style for negative events, and dysfunctional attitudes higher than levels reported by never depressed participants or euthymic participants with a history of depression. All three groups (never depressed participants, dysphoric participants with a history of depression, euthymic participants with a history of depression) demonstrated increases in dysphoria and dysfunctional attitudes in response to the negative mood priming challenge. Dysphoric participants with a history of depression, but not the other two groups, evidenced modest increases in explanatory style following the negative mood priming challenge. Finally, euthymic participants with a history of depression, but not the other two groups, evidenced drops in explanatory flexibility. Findings from the present study suggest that the cognitive theories of depression may benefit from examining both cognitive content and cognitive flexibility when assessing risk for depression.

  1. Students Wearing Police Uniforms Exhibit Biased Attention toward Individuals Wearing Hoodies

    PubMed Central

    Civile, Ciro; Obhi, Sukhvinder S.

    2017-01-01

    Police provide an essential public service and they often operate in difficult circumstances, requiring high-speed cognition. Recent incidents involving apparent profiling and aggressive behavior have led to accusations that the police are sometimes biased. Given that previous research has shown a link between clothing and cognition, we investigated the question of whether the police uniform itself might induce a bias in social attention. To address this question, and using a Canadian university student sample, we assessed whether wearing a police uniform biases attention toward black faces compared to white faces, and low-status individuals compared to high-status individuals. In Experiment 1 (n = 28), participants wore either a police-style uniform or mechanic overalls, and performed a shape categorization task in the presence of a distractor that could be either: a black face, a white face, a person wearing a hoodie (whom we propose will be associated with low SES), or a person wearing a suit (whom we propose will be associated with high SES). Participants wearing the police-style uniform exhibited biased attention, indexed by slower reaction times (RTs), in the presence of low-SES images. In Experiment 2 (n = 28), we confirmed this bias using a modified Dot-Probe task – an alternate measure of attentional bias in which we observed faster RTs to a dot probe that was spatially aligned with a low SES image. Experiment 3 (n = 56) demonstrated that attentional bias toward low-SES targets appears only when participants wear the police-style uniform, and not when they are simply exposed to it – by having it placed on the desk in front of them. Our results demonstrate that wearing a police-style uniform biases attention toward low-SES targets. Thus, wearing a police-style uniform may induce a kind of “status-profiling” in which individuals from low-status groups become salient and capture attention. We note that our results are limited to university students and that it will be important to extend them to members of the community and law-enforcement officers. We discuss how uniforms might exert their effects on cognition by virtue of the power and cultural associations they evoke in the wearer. PMID:28220086

  2. Student’s rigorous mathematical thinking based on cognitive style

    NASA Astrophysics Data System (ADS)

    Fitriyani, H.; Khasanah, U.

    2017-12-01

    The purpose of this research was to determine the rigorous mathematical thinking (RMT) of mathematics education students in solving math problems in terms of reflective and impulsive cognitive styles. The research used descriptive qualitative approach. Subjects in this research were 4 students of the reflective and impulsive cognitive style which was each consisting male and female subjects. Data collection techniques used problem-solving test and interview. Analysis of research data used Miles and Huberman model that was reduction of data, presentation of data, and conclusion. The results showed that impulsive male subjects used three levels of the cognitive function required for RMT that were qualitative thinking, quantitative thinking with precision, and relational thinking completely while the other three subjects were only able to use cognitive function at qualitative thinking level of RMT. Therefore the subject of impulsive male has a better RMT ability than the other three research subjects.

  3. The Profile of Creativity and Proposing Statistical Problem Quality Level Reviewed From Cognitive Style

    NASA Astrophysics Data System (ADS)

    Awi; Ahmar, A. S.; Rahman, A.; Minggi, I.; Mulbar, U.; Asdar; Ruslan; Upu, H.; Alimuddin; Hamda; Rosidah; Sutamrin; Tiro, M. A.; Rusli

    2018-01-01

    This research aims to reveal the profile about the level of creativity and the ability to propose statistical problem of students at Mathematics Education 2014 Batch in the State University of Makassar in terms of their cognitive style. This research uses explorative qualitative method by giving meta-cognitive scaffolding at the time of research. The hypothesis of research is that students who have field independent (FI) cognitive style in statistics problem posing from the provided information already able to propose the statistical problem that can be solved and create new data and the problem is already been included as a high quality statistical problem, while students who have dependent cognitive field (FD) commonly are still limited in statistics problem posing that can be finished and do not load new data and the problem is included as medium quality statistical problem.

  4. An examination of the association between the 5-HTT promoter region polymorphism and depressogenic attributional styles in childhood

    PubMed Central

    Sheikh, Haroon I.; Hayden, Elizabeth P.; Singh, Shiva M.; Dougherty, Lea R.; Olino, Thomas M.; Durbin, C. Emily; Klein, Daniel N.

    2008-01-01

    Although a vast literature examining the role of attributional styles in depression has accumulated, the origins of such cognitions remain poorly understood. Investigators are increasingly interested in whether cognitive vulnerability to depression is linked to genetic variation. As a preliminary test of this hypothesis, we examined whether the serotonin transporter promoter polymorphism (5-HTTLPR) was associated with attributional styles in children. Thirty-eight children completed a self-report measure of attributional styles, the Child Attributional Style Questionnaire-Revised (CASQ-R). Children were also genotyped for the 5-HTTLPR polymorphism, including the single nucleotide polymorphism (SNP) rs25531 in the long allele of the 5-HTTLPR. The short alleles of the 5-HTTLPR and their putative functional equivalents were associated with increased levels of depressogenic attributions for negative events, as measured by the CASQ-R, lending support to the role of 5-HTTLPR polymorphisms in cognitive vulnerability to depression. PMID:19122845

  5. The Relationship of Explanatory Flexibility to Explanatory Style

    ERIC Educational Resources Information Center

    Moore, Michael T.; Fresco, David M.

    2007-01-01

    Traditional cognitive vulnerability-stress models regarding the etiology of depression emphasize the content of the depressed individual's thoughts. One important cognitive content index, explanatory style, represents the habitual way that individuals assign causes to events that occur in their lives. A more contemporary model, however, emphasizes…

  6. Effects of Logo Instruction on Cognitive Style.

    ERIC Educational Resources Information Center

    Cathcart, W. George

    1990-01-01

    Describes study that was conducted with fifth graders to investigate the effects of Logo instruction on three measures of cognitive style: divergent thinking, field dependence/independence, and impulsivity/reflectivity. Treatments of the experimental and control groups are explained, and results of pretests and posttests are analyzed. (11…

  7. Gender-Role Orientation, Creative Accomplishments and Cognitive Styles.

    ERIC Educational Resources Information Center

    Hittner, James B.; Daniels, Jennifer R.

    2002-01-01

    This study examined the association of gender-role orientation to creative accomplishments and cognitive styles in 127 college students. Results indicated that the gender role orientation of instrumentality was positively associated with creative accomplishments in the business venture domain and that androgynous, versus non-androgynous,…

  8. Associations between Collaborative Learning and Personality/Cognitive Style among Online Community College Students

    ERIC Educational Resources Information Center

    Sheffield, Anneliese

    2016-01-01

    This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the…

  9. Stress and the Development of Cognitive Vulnerabilities to Depression Explain Sex Differences in Depressive Symptoms during Adolescence

    PubMed Central

    Hamilton, Jessica L.; Stange, Jonathan P.; Abramson, Lyn Y.; Alloy, Lauren B.

    2014-01-01

    Although cognitive vulnerabilities to depression have received considerable empirical support, little research has evaluated the differential development of cognitive vulnerabilities in adolescent girls and boys. The current study examined the role of stressful life events, as well as sex differences in reactivity and exposure to stress, in the development of negative cognitive style and rumination in a multi-wave study of 382 adolescents. Path analyses indicated that interpersonal dependent stress predicted higher prospective levels of negative cognitive styles and rumination. Additionally, girls’ greater exposure to interpersonal dependent stress explained their higher levels of rumination, which accounted for girls’ higher levels of depressive symptoms than boys. These findings suggest that interpersonal dependent stress is a significant risk factor for the formation of cognitive vulnerabilities to depression during adolescence, and that the sex difference in depressive symptoms may result from girls’ greater exposure to interpersonal dependent stress and ruminative response style than boys. PMID:26509106

  10. Divine intuition: cognitive style influences belief in God.

    PubMed

    Shenhav, Amitai; Rand, David G; Greene, Joshua D

    2012-08-01

    Some have argued that belief in God is intuitive, a natural (by-)product of the human mind given its cognitive structure and social context. If this is true, the extent to which one believes in God may be influenced by one's more general tendency to rely on intuition versus reflection. Three studies support this hypothesis, linking intuitive cognitive style to belief in God. Study 1 showed that individual differences in cognitive style predict belief in God. Participants completed the Cognitive Reflection Test (CRT; Frederick, 2005), which employs math problems that, although easily solvable, have intuitively compelling incorrect answers. Participants who gave more intuitive answers on the CRT reported stronger belief in God. This effect was not mediated by education level, income, political orientation, or other demographic variables. Study 2 showed that the correlation between CRT scores and belief in God also holds when cognitive ability (IQ) and aspects of personality were controlled. Moreover, both studies demonstrated that intuitive CRT responses predicted the degree to which individuals reported having strengthened their belief in God since childhood, but not their familial religiosity during childhood, suggesting a causal relationship between cognitive style and change in belief over time. Study 3 revealed such a causal relationship over the short term: Experimentally inducing a mindset that favors intuition over reflection increases self-reported belief in God. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

  11. Attachment, dysfunctional attitudes, self-esteem, and association to depressive symptoms in patients with mood disorders.

    PubMed

    Fuhr, Kristina; Reitenbach, Ivanina; Kraemer, Jan; Hautzinger, Martin; Meyer, Thomas D

    2017-04-01

    Cognitive factors might be the link between early attachment experiences and later depression. Similar cognitive vulnerability factors are discussed as relevant for both unipolar and bipolar disorders. The goals of the study were to test if there are any differences concerning attachment style and cognitive factors between remitted unipolar and bipolar patients compared to controls, and to test if the association between attachment style and depressive symptoms is mediated by cognitive factors. A path model was tested in 182 participants (61 with remitted unipolar and 61 with remitted bipolar disorder, and 60 healthy subjects) in which adult attachment insecurity was hypothesized to affect subsyndromal depressive symptoms through the partial mediation of dysfunctional attitudes and self-esteem. No differences between patients with remitted unipolar and bipolar disorders concerning attachment style, dysfunctional attitudes, self-esteem, and subsyndromal depressive symptoms were found, but both groups reported a more dysfunctional pattern than healthy controls. The path models confirmed that the relationship between attachment style and depressive symptoms was mediated by the cognitive variables 'dysfunctional attitudes' and 'self-esteem'. With the cross-sectional nature of the study, results cannot explain causal development over time. The results emphasize the relevance of a more elaborate understanding of cognitive and interpersonal factors in mood disorders. It is important to address cognitive biases and interpersonal experiences in treatment of mood disorders. Copyright © 2017 Elsevier B.V. All rights reserved.

  12. High-Frequency Binaural Beats Increase Cognitive Flexibility: Evidence from Dual-Task Crosstalk.

    PubMed

    Hommel, Bernhard; Sellaro, Roberta; Fischer, Rico; Borg, Saskia; Colzato, Lorenza S

    2016-01-01

    Increasing evidence suggests that cognitive-control processes can be configured to optimize either persistence of information processing (by amplifying competition between decision-making alternatives and top-down biasing of this competition) or flexibility (by dampening competition and biasing). We investigated whether high-frequency binaural beats, an auditory illusion suspected to act as a cognitive enhancer, have an impact on cognitive-control configuration. We hypothesized that binaural beats in the gamma range bias the cognitive-control style toward flexibility, which in turn should increase the crosstalk between tasks in a dual-task paradigm. We replicated earlier findings that the reaction time in the first-performed task is sensitive to the compatibility between the responses in the first and the second task-an indication of crosstalk. As predicted, exposing participants to binaural beats in the gamma range increased this effect as compared to a control condition in which participants were exposed to a continuous tone of 340 Hz. These findings provide converging evidence that the cognitive-control style can be systematically biased by inducing particular internal states; that high-frequency binaural beats bias the control style toward more flexibility; and that different styles are implemented by changing the strength of local competition and top-down bias.

  13. High-Frequency Binaural Beats Increase Cognitive Flexibility: Evidence from Dual-Task Crosstalk

    PubMed Central

    Hommel, Bernhard; Sellaro, Roberta; Fischer, Rico; Borg, Saskia; Colzato, Lorenza S.

    2016-01-01

    Increasing evidence suggests that cognitive-control processes can be configured to optimize either persistence of information processing (by amplifying competition between decision-making alternatives and top-down biasing of this competition) or flexibility (by dampening competition and biasing). We investigated whether high-frequency binaural beats, an auditory illusion suspected to act as a cognitive enhancer, have an impact on cognitive-control configuration. We hypothesized that binaural beats in the gamma range bias the cognitive-control style toward flexibility, which in turn should increase the crosstalk between tasks in a dual-task paradigm. We replicated earlier findings that the reaction time in the first-performed task is sensitive to the compatibility between the responses in the first and the second task—an indication of crosstalk. As predicted, exposing participants to binaural beats in the gamma range increased this effect as compared to a control condition in which participants were exposed to a continuous tone of 340 Hz. These findings provide converging evidence that the cognitive-control style can be systematically biased by inducing particular internal states; that high-frequency binaural beats bias the control style toward more flexibility; and that different styles are implemented by changing the strength of local competition and top-down bias. PMID:27605922

  14. The Learning Styles of Youth in Nonformal Agricultural Education Programs.

    ERIC Educational Resources Information Center

    Rollins, Timothy J.; And Others

    1992-01-01

    The learning style mean scores of 539 Pennsylvania 4-H members were below the national norm on 4 of 5 cognitive subscales. It was recommended that nonformal education such as 4-H stress such cognitive skills as ability to think, solve problems, and process information. (SK)

  15. The Interaction of Cognitive Styles with Varying Levels of Feedback in Multimedia Presentation.

    ERIC Educational Resources Information Center

    Khine, Myint Swe

    1996-01-01

    Study of 105 Brunei secondary school students investigating interactive effects of feedback levels using aptitude treatment interaction (ATI) approach and cognitive styles (field dependent-independent (FDI) in multimedia presentations found differences between no feedback (NF) and knowledge of results (KOR), NF and elaborated feedback (EF), none…

  16. Relations of Cognitive Style to Assessment Components of Reading Comprehension for Deaf Adolescents.

    ERIC Educational Resources Information Center

    Davey, Beth; LaSasso, Carol

    The study examined the relations of cognitive style (field independence) to reading comprehension test performance for 48 prelingually, profoundly deaf adolescents. Ss read passages and answered comprehension questions consisting of two Information Types (text-explicit, text-implicit), Lookback Conditions (lookback, no-lookback), and Question…

  17. Modelling Cognitive Style in a Peer Help Network.

    ERIC Educational Resources Information Center

    Bull, Susan; McCalla, Gord

    2002-01-01

    Explains I-Help, a computer-based peer help network where students can ask and answer questions about assignments and courses based on the metaphor of a help desk. Highlights include cognitive style; user modeling in I-Help; matching helpers to helpees; and types of questions. (Contains 64 references.) (LRW)

  18. Working Memory and Cognitive Styles in Adolescents' Attainment

    ERIC Educational Resources Information Center

    Packiam Alloway, Tracy; Banner, Gloria E.; Smith, Patrick

    2010-01-01

    Background: Working memory, the ability to store and process information, is strongly related to learning outcomes. Aims: The aim of the present study is to extend previous research on early learning and investigate the relationship between working memory, cognitive styles, and attainment in adolescents using both national curriculum tests and…

  19. The Relationship of Future Agricultural Extension Educators' Cognitive Styles and Change Strategies for Adult Learners

    ERIC Educational Resources Information Center

    Strong, Robert; Irani, Tracy

    2011-01-01

    The study expands reported here Extension education's knowledge regarding characteristics of potential change agents. Graduate students learning to become agricultural Extension educators were studied to determine their definition of a change agent. Participants' cognitive styles were assessed using Kirton's Adaptation-Innovation Inventory to…

  20. Web-Based Learning: Cognitive Styles and Instructional Strategies

    ERIC Educational Resources Information Center

    Alomyan, Hesham Raji

    2016-01-01

    This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

  1. A Process Approach to Assessing Children with Learning Difficulties: Merging Assessment and Intervention.

    ERIC Educational Resources Information Center

    Smith, Corinne Roth

    A multidimensional approach to assessment of children with learning difficulties is examined. The approach explores factors along five dimensions: (1) learner characteristics (motivation, social-emotional maturity, cognitive abilities and styles); (2) task-based contributors (match of tasks to maturational levels and to cognitive style); (3)…

  2. [Discipline styles and co-morbid disorders of adolescents with attention deficit hyperactivity disorder: a longitudinal study].

    PubMed

    Colomer-Diago, Carla; Berenguer-Forner, Carmen; Tárraga-Mínguez, Raúl; Miranda-Casas, Ana

    2014-02-24

    Problems in cognitive functioning, social and educational development of children with attention deficit hyperactivity disorder (ADHD) continue to be present in adolescence and adulthood. Although the literature shows a significant relationship between the use of dysfunctional discipline methods and severity in the course of ADHD, follow-up studies have been rare. To analyze parenting style and ADHD symptomatology assessed in childhood (time 1) to predict the oppositional behavior and cognitive problems in early adolescence (time 2), and to study, depending on the use of dysfunctional parenting style, the course of oppositional behavior and cognitive problems. Forty-five children with ADHD-combined presentation were assessed in two different moments: time 1 (ages: 6-13) and time 2 (ages: 8-16). Oppositionism and cognitive problems in the follow-up were predicted by dysfunctional discipline styles and ADHD severity (assessed in time 1). Oppositional behavior increased between time 1 and time 2 in children with a dysfunctional parenting, whereas a decrease on oppositional symptoms was observed in the functional parenting group (time x discipline interaction effect). Dysfunctional parenting practices in childhood predicted cognitive and behavioral problems associated in adolescence. The findings have implications for the planning of interventions.

  3. What Developmental Educators Should Know About Learning Styles and Cognitive Styles.

    ERIC Educational Resources Information Center

    Lemire, David

    2002-01-01

    Considers three serious problems associated with learning styles: confusion in definitions, weaknesses in reliability and validity, and the identification of relevant characteristics in instructional settings, or aptitude-treatment interactions. Discusses four basic groups of learning styles that developmental educators should be aware of.…

  4. Extreme Cognitions in Bipolar Spectrum Disorders: Associations with Personality Disorder Characteristics and Risk for Episode Recurrence

    PubMed Central

    Stange, Jonathan P.; Adams, Ashleigh Molz; O'Garro-Moore, Jared K.; Weiss, Rachel B.; Ong, Mian-Li; Walshaw, Patricia D.; Abramson, Lyn Y.; Alloy, Lauren B.

    2014-01-01

    Bipolar spectrum disorders (BSDs) are often characterized by cognitive inflexibility and affective extremities, including “extreme” or polarized thoughts and beliefs, which have been shown to predict a more severe course of illness. However, little research has evaluated factors that may be associated with extreme cognitions, such as personality disorders, which are often characterized by extreme, inflexible beliefs and also are associated with poor illness course in BSDs. The present study evaluated associations between BSDs, personality disorder characteristics, and extreme cognitions (polarized responses made on measures of attributional style and dysfunctional attitudes), as well as links between extreme cognitions and the occurrence of mood episodes, among euthymic young adults with BSDs (n = 83) and demographically-matched healthy controls (n = 89) followed prospectively for three years. The relationship between personality disorder characteristics and negative and positive extreme cognitions was stronger among BSD participants than among healthy controls, even after statistically accounting for general cognitive styles. Furthermore, extreme negative cognitions predicted the prospective onset of major depressive and hypomanic episodes. These results suggest that extreme cognitive styles are most common in individuals with BSDs and personality disorder characteristics, and they provide further evidence that extreme negative cognitions may confer risk for mood dysregulation. PMID:25645172

  5. Cognitive styles in creative leadership practices: exploring the relationship between level and style.

    PubMed

    Isaksen, Scott G; Babij, Barbara J; Lauer, Kenneth J

    2003-12-01

    This study investigated the relationship between two measures used to assist change and transformation efforts, the Kirton Adaption-Innovation Inventory which assesses style or manner of cognition and problem-solving, not level or capability, and the Leadership Practices Inventory which measures the extent to which leaders exhibit certain leadership behaviors associated with accomplishing extraordinary results. These two measures of level and style should be conceptually distinct and show no or only modest correlation. Analysis yielded statistically significant and meaningful relationships between scores on the Kirton inventory and two scales of the Leadership Practices Inventory. Implications and challenges for research and practice were outlined.

  6. Social cognition in patients with schizophrenia, their unaffected first degree relatives and healthy controls. Comparison between groups and analysis of associated clinical and sociodemographic variables.

    PubMed

    Rodríguez Sosa, Juana Teresa; Gil Santiago, Hiurma; Trujillo Cubas, Angel; Winter Navarro, Marta; León Pérez, Petra; Guerra Cazorla, Luz Marina; Martín Jiménez, José María

    2013-01-01

    To evaluate and compare the social cognition in patients with schizophrenia, healthy first-degree relatives and controls, by studying the relationship between social cognition and nonsocial cognition, psychopathology, and other clinical and sociodemographic variables. The total sample was comprised of patients diagnosed with paranoid schizophrenia (N = 29), healthy first-degree relatives (N = 21) and controls (N = 28). All groups were assessed with an ad hoc questionnaire and a Social Cognition Scale, which assessed the domains: emotional processing, social perception and attributional style in a Spanish population. The patient group was also assessed with the Scale for the Positive and Negative Syndrome Scale and the Mini-mental state examination. Statistical analyses were performed with SPSS version 15.0. Patients scored significantly worse in all domains of social cognition assessed, compared with controls, and mastery attributional style, compared with relatives. The type of psychopathology correlated negatively and statistically significantly with different domains of social cognition: negative symptoms with emotional processing and attributional style, and positive symptoms with social perception. Basic cognition scores correlated positively and statistically significantly with the domains social perception and attributional style. Social cognition has become an interesting object of study, especially in how it relates to non-social cognition, psychopathology and global functioning of patients, bringing new elements to be considered in the early detection, comprehensive treatment and psychosocial rehabilitation of patients. Its conceptualization as trait variable, the consideration of the existence of a continuum between patients and relatives are plausible hypotheses that require further research. Copyright © 2012 SEP y SEPB. Published by Elsevier Espana. All rights reserved.

  7. A Prospective Test of Cognitive Vulnerability Models of Depression With Adolescent Girls

    PubMed Central

    Bohon, Cara; Stice, Eric; Burton, Emily; Fudell, Molly; Nolen-Hoeksema, Susan

    2009-01-01

    This study sought to provide a more rigorous prospective test of two cognitive vulnerability models of depression with longitudinal data from 496 adolescent girls. Results supported the cognitive vulnerability model in that stressors predicted future increases in depressive symptoms and onset of clinically significant major depression for individuals with a negative attributional style, but not for those with a positive attributional style, although these effects were small. This model appeared to be specific to depression, in that it did not predict future increases in bulimia nervosa or substance abuse symptoms. In contrast, results did not support the integrated cognitive vulnerability self-esteem model that asserts stressors should only predict increased depression for individuals with a confluence of negative attributional style and low self-esteem, and this model did not appear to be specific to depression. PMID:18328873

  8. Cognitive characteristics of learning Java, an object-oriented programming language

    NASA Astrophysics Data System (ADS)

    White, Garry Lynn

    Industry and Academia are moving from procedural programming languages (e.g., COBOL) to object-oriented programming languages, such as Java for the Internet. Past studies in the cognitive aspects of programming have focused primarily on procedural programming languages. Some of the languages used have been Pascal, C, Basic, FORTAN, and COBOL. Object-oriented programming (OOP) represents a new paradigm for computing. Industry is finding that programmers are having difficulty shifting to this new programming paradigm. This instruction in OOP is currently starting in colleges and universities across the country. What are the cognitive aspects for this new OOP language Java? When is a student developmentally ready to handle the cognitive characteristics of the OOP language Java? Which cognitive teaching style is best for this OOP language Java? Questions such as the aforementioned are the focus of this research Such research is needed to improve understanding of the learning process and identify students' difficulties with OOP methods. This can enhance academic teaching and industry training (Scholtz, 1993; Sheetz, 1997; Rosson, 1990). Cognitive development as measured by the Propositional Logic Test, cognitive style as measured by the Hemispheric Mode Indicator, and physical hemispheric dominance as measured by a self-report survey were obtained from thirty-six university students studying Java programming. Findings reveal that physical hemispheric dominance is unrelated to cognitive and programming language variables. However, both procedural and object oriented programming require Piaget's formal operation cognitive level as indicated by the Propositional Logic Test. This is consistent with prior research A new finding is that object oriented programming also requires formal operation cognitive level. Another new finding is that object oriented programming appears to be unrelated to hemispheric cognitive style as indicated by the Hemispheric Mode Indicator (HMI). This research suggests that object oriented programming is hemispheric thinking style friendly, while procedural programming is left hemispheric cognitive style. The conclusion is that cognitive characteristics are not the cause for the difficulty in shifting from procedural to this new programming paradigm of object oriented programming. An alternative possibility to the difficulty is proactive interference. Prior learning of procedural programming makes it harder to learning object oriented programming. Further research is needed to determine if proactive interference is the cause for the difficulty in shifting from procedural programming to object oriented programming.

  9. The Relationships between Cognitive Style of Field Dependence and Learner Variables in E-Learning Instruction

    ERIC Educational Resources Information Center

    Sozcu, Omer Faruk

    2014-01-01

    This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students' preferences) towards e-learning instruction as distance education…

  10. Teacher's Computer Self-Efficacy and Its Relationship with Cognitive Style and TPACK

    ERIC Educational Resources Information Center

    López-Vargas, Omar; Duarte-Suárez, Leydy; Ibáñez-Ibáñez, Jaime

    2017-01-01

    The research reviews the existing relationship between teachers' computer self-efficacy, cognitive style in the field dependence-independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers' performance area on self-efficacy and TPACK. In total, 208 teachers from a public…

  11. Cognitive Style and Subliminal Instruction.

    ERIC Educational Resources Information Center

    Moore, David M.

    This study tested several hypotheses about the effects of the cognitive style of students on their ability to learn a subliminal task while viewing a non-related film. Subjects were 132 undergraduate students who were divided into three groups: field dependent, neutral, and field independent. The task to be taught subliminally was the assembly in…

  12. Cross Relationships between Cognitive Styles and Learner Variables in Online Learning Environment

    ERIC Educational Resources Information Center

    Oh, Eunjoo; Lim, Doohun

    2005-01-01

    This study examines how students' cognitive styles are correlated with their attitudes toward online education and learning behaviors in online learning environments. The Group Embedded Figures Test (GEFT) and the attitude survey toward online instruction were administered to 104 students enrolled in various online courses at the University of…

  13. The Attitudes of Field Dependence Learners for Learner Interface Design (LID) in e-Learning Instruction

    ERIC Educational Resources Information Center

    Sözcü, Ömer Faruk; Ipek, Ismail; Kinay, Hüseyin

    2016-01-01

    The purpose of the study is to explore relationships between learners' cognitive styles of field dependence and learner variables in the preference of learner Interface design, attitudes in e-Learning instruction and experience with e-Learning in distance education. Cognitive style has historically referred to a psychological dimension…

  14. Loneliness, Coping Strategies and Cognitive Styles of the Gifted Rural Adolescent.

    ERIC Educational Resources Information Center

    Woodward, John C.; Kalyan-Masih, Violet

    1990-01-01

    Investigated loneliness, coping, and cognitive styles of 52 gifted rural adolescents. Found that field independent (FI) adolescents were more lonely in a crowd, whereas field dependent (FD) adolescents were more lonely when not with others. FI adolescents showed more autonomy and self-reliance, while FD adolescents relied more on external sources…

  15. Does Field Independence Relate to Performance on Communicative Language Tests?

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2006-01-01

    Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their…

  16. Teacher-Student Cognitive Style and Achievement in Biology.

    ERIC Educational Resources Information Center

    Jolly, Pauline E.; Strawitz, Barbara M.

    1984-01-01

    Investigated the consequences of teacher-student cognitive style (field dependence- FD and independence- FI) matches and mismatches on student achievement in biology. Results suggest that whereas FI students may be taught by and achieve equally well with either FI or FD teachers, FD students are more successfully taught by FI teachers. (JN)

  17. Cognitive Style FD/I: An Important Learner Characteristic for Educational Technologists.

    ERIC Educational Resources Information Center

    Chinien, Chris A.; Boutin, France

    1993-01-01

    Reviews the literature on the cognitive style field dependent/field independent (FD/FI) and suggests implications for educational technologists in their efforts to address individual differences among learners during the instructional design process that would narrow the differential learning gain between FD and FI learners. Testing for FD/FI is…

  18. Student Teacher Assessment Feedback Preferences: The Influence of Cognitive Styles and Gender

    ERIC Educational Resources Information Center

    Evans, Carol; Waring, Michael

    2011-01-01

    The enhancement of assessment feedback is an international concern. This study is unique in its exploration of the nature of the relationship between student teachers' assessment feedback preferences, cognitive styles and gender, with a view to informing the development of assessment feedback practices and course design within initial teacher…

  19. Leader-Member Exchange, Cognitive Style, and Student Achievement

    ERIC Educational Resources Information Center

    Mosley, Chaney; Broyles, Thomas; Kaufman, Eric

    2014-01-01

    The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study…

  20. Adherence to RIASEC Structure in Relation to Career Exploration and Parenting Style: Longitudinal and Idiothetic Considerations

    ERIC Educational Resources Information Center

    Tracey, Terence J. G.; Lent, Robert W.; Brown, Steven D.; Soresi, Salvatore; Nota, Laura

    2006-01-01

    We explored the ''idiothetic'' cognitive structure of RIASEC occupational percepts in a sample of Italian middle and high school students over a one year period, examining the possible bidirectional linkages between cognitive-vocational structure, involvement in career exploration activities, and exposure to authoritative parenting style. The…

  1. The Impact of Cognitive Style on Social Networks in On-Line Discussions

    ERIC Educational Resources Information Center

    Jablokow, Kathryn; Vercellone-Smith, Pamela

    2011-01-01

    With the rise of e-Learning in engineering education, understanding the impact of individual differences on the ways students communicate and collaborate on-line has become increasingly important. The research described here investigates the influence of cognitive style on the interactions within student social networks in an on-line learning…

  2. Cognitive Style and Reading Comprehension in L1 and L2.

    ERIC Educational Resources Information Center

    Vivaldo-Lima, Javier

    This paper presents the results of a research study carried out with Mexican college students to analyze the relationship between readers' cognitive styles (field dependent/independent) and their performance at different levels of written discourse processing in Spanish (L1) and English (L2). The sample for the study included 452 undergraduate…

  3. Matching Feedback and Cognitive Style in Visual CAI Tasks.

    ERIC Educational Resources Information Center

    Hedberg, John G.; McNamara, Suzanne E.

    The effects of different types of feedback in computer assisted instruction were studied in 30 college students with different cognitive styles. The program, written in Apple Pilot and administered on an Apple IIE microcomputer, consisted of 16 problem solving tasks; for each, a graphic display and a textual question were presented. Two feedback…

  4. Event Related Brain Potentials and Cognitive Processing: Implications for Navy Training.

    ERIC Educational Resources Information Center

    Lewis, Gregory W.; And Others

    The cognitive styles, aptitudes, and abilities of 50 right-handed subjects were measured through a battery of paper-and-pencil tests to determine the feasibility of using event related brain potentials (ERPs) in the development of adaptive training techniques keyed to the information processing styles of individual students. Visual, auditory, and…

  5. Mothers' and Fathers' Well-being, Parenting Styles, and their Children's Cognitive and Behavioural Strategies at Primary School.

    ERIC Educational Resources Information Center

    Onatsu-Arvilommi, Tiina; Nurmi, Jari-Erik; Aunola, Kaisa

    1998-01-01

    Investigates the extent to which parents' well-being and parenting styles provide a basis of the development of their children's cognitive and behavioral strategies in primary school. Reveals that maternal depressive symptomatology was associated with their children's use of maladaptive strategies, whereas maternal authoritative parenting styles…

  6. Cognitive Type Theory & Learning Style, A Teacher's Guide.

    ERIC Educational Resources Information Center

    Mamchur, Carolyn

    This guide provides a practical explanation of cognitive type theory and learning style that will help teachers meet students' needs and discover their own strengths as teachers and colleagues. The introduction provides an overview of the book from the perspective of a high school classroom teacher. Part One introduces the theory of psychological…

  7. What Affect Student Cognitive Style in the Development of Hypermedia Learning System?

    ERIC Educational Resources Information Center

    Lee, Catherine Hui Min; Cheng, Yuk Wing; Rai, Shri; Depickere, Arnold

    2005-01-01

    Recent developments in learning technology such as hypermedia is becoming widespread and offer significant contribution to improve the delivery of learning and teaching materials. A key factor in the development of hypermedia learning system is cognitive style (CS) as it relates to users' information processing habits, representing individual…

  8. The Effects of Pictorial Complexity and Cognitive Style on Visual Recall Memory.

    ERIC Educational Resources Information Center

    Jesky, Romaine R.; Berry, Louis H.

    The effect of the interaction between cognitive style differences (field dependence/field independence) and various degrees of visual complexity on pictorial recall memory was explored using three sets of visuals in three different formats--line drawing, black and white, and color. The subjects were 86 undergraduate students enrolled in two core…

  9. Role of Mothers' Language Styles in Mediating Their Preschool Children's Cognitive Development.

    ERIC Educational Resources Information Center

    Olim, Ellis G.; And Others

    1967-01-01

    A study relating mothers' language styles and techniques of family control to children's cognitive development was conducted with 163 urban Negro mothers from the lower and middle classes and their 4-year-old children. The following conclusions were drawn: (1) There was a significant negative correlation between responses of status-oriented…

  10. Attention & Cognitive Style, FY 1972.

    ERIC Educational Resources Information Center

    Wright, John C.

    A study is presented which concentrates on the development of a cognitive style assessment instrument for 3- to 8-year-olds and on a series of studies designed to evaluate the role of stylistic and attentional processes in the development of various competencies in young children. This report incorporates a manual for users, a technical report on…

  11. Metalinguistic Knowledge and Cognitive Style in Polish Classroom Learners of English

    ERIC Educational Resources Information Center

    Zietek, Agnieszka A.; Roehr, Karen

    2011-01-01

    In this exploratory study, we investigated the relationship between level of English metalinguistic knowledge, or explicit knowledge about the English language, and cognitive style on the wholist/analytic dimension in an intact group of young adult Polish learners of English as a foreign language. Contrary to expectation, metalinguistic knowledge…

  12. Analyzing the Relationship between Learning Styles and Basic Concept Knowledge Level of Kindergarten Children

    ERIC Educational Resources Information Center

    Balat, Gülden Uyanik

    2014-01-01

    Most basic concepts are acquired during preschool period. There are studies indicating that the basic concept knowledge of children is related to language development, cognitive development, academic achievement and intelligence. The relationship between learning behaviors (sometime called learning or cognitive styles) and a child academic success…

  13. Power of the desired self: Influence of induced perceptions of the self on reasoning.

    PubMed

    Augustinova, Maria; Collange, Julie; Sanitioso, Rasyid Bo; Musca, Serban C

    2011-12-01

    This research shows that the motivation to posses a desired characteristic (or to avoid an undesired one) results in self-perceptions that guide people's use of base rate in the Lawyer-Engineer problem (Kahneman & Tversky, 1973). In four studies, participants induced to believe (or recall, Exp. 2) that a rational cognitive style is success-conducive (or an intuitive cognitive style failure-conducive) subsequently viewed themselves as more rational and relied more on base rate in their probability estimates than those induced to believe that a rational cognitive style is failure-conducive (or an intuitive cognitive style success-conducive). These findings show that the desired self had an influence on reasoning in the self-unrelated lawyer-engineer task, since the use of base rates was mediated by changes in participants' perceptions of their own rationality. These findings therefore show that the desired self, through the working self-concept that it entails, constitutes another factor influencing people's use of distinct modes of reasoning. Copyright © 2011 Elsevier B.V. All rights reserved.

  14. Profiling and Utilizing Learning Style. NASSP Learning Style Series.

    ERIC Educational Resources Information Center

    Keefe, James W., Ed.

    In 1986, the National Association of Secondary School Principals, with the assistance of a national task force, published the NASSP Learning Style Profile (LSP) for diagnosis of the cognitive styles, perceptual response tendencies, and instructional preferences of middle level and senior high school students. This monograph offers a short course…

  15. The Relationship of Early Maladaptive Schemas, Attributional Styles and Learned Helplessness among Addicted and Non-Addicted Men.

    PubMed

    Shaghaghy, Farhad; Saffarinia, Majid; Iranpoor, Mohadeseh; Soltanynejad, Ali

    2011-01-01

    Addiction is considered as one of the major problems in family and community in the world. According to cognitive view, organizing the experiences determines how to behave. Due to their importance in interpretation of special situations, cognitive schemas and attributional styles have a significant role in cognitive theories. The aim of this study was to compare early maladaptive schemas and attributional styles in addicts and non-addicts to recognize their role in addiction. In this causal-comparative study, 200 addicted and non-addicted men were randomly selected. Young early maladaptive schema and attributional styles questionnaires were used. Data analysis was performed by independent t-test, Pearson correlation and regression. The study population included 81 addicted and 90 non-addicted men. There were significant differences between early maladaptive schemas and attributional styles in the two groups of addicted and non-addicted men (P < 0.001). In addition, addicts had higher levels of learned helplessness. A direct relationship was found between learned helplessness and frequency of addiction treatments (r ═ 0.234, P < 0.05). Our study showed that addicts suffer from high levels of early maladaptive schemas. They had a more pessimistic attributional style. Moreover, addicts who developed higher levels of learned helplessness were less successful in addiction treatment and more likely to use drugs again after treatment. These issues show that addiction institutions and therapists have to pay attention to cognitive factors for addiction prevention.

  16. Influence of consumers' cognitive style on results from projective mapping.

    PubMed

    Varela, Paula; Antúnez, Lucía; Berget, Ingunn; Oliveira, Denize; Christensen, Kasper; Vidal, Leticia; Naes, Tormod; Ares, Gastón

    2017-09-01

    Projective mapping (PM), one of the most holistic product profiling methods in approach, is increasingly being used to uncover consumers' perception of products and packages. Assessors rely on a process of synthesis for evaluating product information, which would determine the relative importance of the perceived characteristics they use for mapping them. Individual differences are expected, as participants are not instructed on the characteristics to consider for evaluating the degree of difference among samples, generating different perceptual spaces. Individual differences in cognitive style can affect synthesis processes and thus their perception of similarities and differences among samples. In this study, the influence of the cognitive style in the results of PM was explored. Two consumer studies were performed, one aimed at describing intrinsic sensory characteristics of chocolate flavoured milk and the other one looking into extrinsic (package only) of blueberry yogurts. Consumers completed the wholistic-analytic module of the extended Verbal Imagery Cognitive Styles Test & Extended Cognitive Style Analysis-Wholistic Analytic Test, to characterize their cognitive style. Differences between wholistic and analytic consumers in how they evaluated samples using projective mapping were found in both studies. Analytics separated the samples more in the PM perceptual space than wholistic consumers, showing more discriminating abilities. This may come from a deeper analysis of the samples, both from intrinsic and extrinsic point of views. From a sensory perspective (intrinsic), analytic consumers relied on more sensory characteristics, while wholistic mainly discriminated samples according to sweetness and bitterness/chocolate flavour. In the extrinsic study however, even if analytic consumers discriminated more between packs, they described the products using similar words in the descriptive step. One important recommendation coming from this study is the need to consider higher dimensions in the interpretation of projective mapping tasks, as the first dimensions could underestimate the complexity of the perceptual space; currently, most applications of PM consider two dimensions only, which may not uncover the perception of specific groups of consumers. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Predicting Romantic Involvement, Relationship Cognitions, and Relationship Qualities from Physical Appearance, Perceived Norms, and Relational Styles Regarding Friends and Parents

    PubMed Central

    Furman, Wyndol; Winkles, Jessica K

    2010-01-01

    Using a sample of 199 adolescents, the present study examined Furman and Wehner’s (1999) hypothesis that the predictors of the degree of romantic involvement and the predictors of romantic relationship cognitions and qualities differ. As hypothesized, physical appearance and friends’ normative romantic involvement were related to the degree of casual and serious romantic involvement, whereas relational styles regarding friends and parents were unrelated in almost all cases. On the other hand, relational styles regarding friends and parents were related to supportive and negative romantic interactions and romantic styles,. In contrast, physical appearance and friends’ normative romantic involvement were generally unrelated to interactions and romantic styles. Physical appearance was also related to romantic appeal and satisfaction. PMID:20800891

  18. The effect of visual representation style in problem-solving: a perspective from cognitive processes.

    PubMed

    Nyamsuren, Enkhbold; Taatgen, Niels A

    2013-01-01

    Using results from a controlled experiment and simulations based on cognitive models, we show that visual presentation style can have a significant impact on performance in a complex problem-solving task. We compared subject performances in two isomorphic, but visually different, tasks based on a card game of SET. Although subjects used the same strategy in both tasks, the difference in presentation style resulted in radically different reaction times and significant deviations in scanpath patterns in the two tasks. Results from our study indicate that low-level subconscious visual processes, such as differential acuity in peripheral vision and low-level iconic memory, can have indirect, but significant effects on decision making during a problem-solving task. We have developed two ACT-R models that employ the same basic strategy but deal with different presentations styles. Our ACT-R models confirm that changes in low-level visual processes triggered by changes in presentation style can propagate to higher-level cognitive processes. Such a domino effect can significantly affect reaction times and eye movements, without affecting the overall strategy of problem solving.

  19. The Effect of Visual Representation Style in Problem-Solving: A Perspective from Cognitive Processes

    PubMed Central

    Nyamsuren, Enkhbold; Taatgen, Niels A.

    2013-01-01

    Using results from a controlled experiment and simulations based on cognitive models, we show that visual presentation style can have a significant impact on performance in a complex problem-solving task. We compared subject performances in two isomorphic, but visually different, tasks based on a card game of SET. Although subjects used the same strategy in both tasks, the difference in presentation style resulted in radically different reaction times and significant deviations in scanpath patterns in the two tasks. Results from our study indicate that low-level subconscious visual processes, such as differential acuity in peripheral vision and low-level iconic memory, can have indirect, but significant effects on decision making during a problem-solving task. We have developed two ACT-R models that employ the same basic strategy but deal with different presentations styles. Our ACT-R models confirm that changes in low-level visual processes triggered by changes in presentation style can propagate to higher-level cognitive processes. Such a domino effect can significantly affect reaction times and eye movements, without affecting the overall strategy of problem solving. PMID:24260415

  20. The influence of motivation and attentional style on affective, cognitive, and behavioral outcomes of an exercise class.

    PubMed

    Jones, L; Karageorghis, C I; Lane, A M; Bishop, D T

    2017-01-01

    Exercise classes are a popular form of physical activity. A greater understanding of the individual difference factors that might influence the outcomes of such classes could help to minimize the high dropout rates associated with exercise. The study explored the effects of dominant attentional style and degree of self-determination on affective, cognitive, and behavioral outcomes following structured exercise classes. Data from 417 female participants revealed that those with a dominant attentional style for association (Associators) reported significantly (P < 0.05) more positive affective, cognitive, and behavioral outcomes than did Dissociators, and were more self-determined. Highly self-determined individuals reported the most positive outcomes. Almost 29% of the variance in participants' affective valence could be explained by Dissociators' behavioral regulations. Results lend support to the notion that attentional style is associated with motivation. The combination of attentional style and degree of self-determination appear to be noteworthy individual difference factors that influence responses to exercise classes and could thus have a bearing on long-term exercise adherence. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Belief bias during reasoning among religious believers and skeptics.

    PubMed

    Pennycook, Gordon; Cheyne, James Allan; Koehler, Derek J; Fugelsang, Jonathan A

    2013-08-01

    We provide evidence that religious skeptics, as compared to believers, are both more reflective and effective in logical reasoning tasks. While recent studies have reported a negative association between an analytic cognitive style and religiosity, they focused exclusively on accuracy, making it difficult to specify potential underlying cognitive mechanisms. The present study extends the previous research by assessing both performance and response times on quintessential logical reasoning problems (syllogisms). Those reporting more religious skepticism made fewer reasoning errors than did believers. This finding remained significant after controlling for general cognitive ability, time spent on the problems, and various demographic variables. Crucial for the purpose of exploring underlying mechanisms, response times indicated that skeptics also spent more time reasoning than did believers. This novel finding suggests a possible role of response slowing during analytic problem solving as a component of cognitive style that promotes overriding intuitive first impressions. Implications for using additional processing measures, such as response time, to investigate individual differences in cognitive style are discussed.

  2. Heuristic and analytic processing: age trends and associations with cognitive ability and cognitive styles.

    PubMed

    Kokis, Judite V; Macpherson, Robyn; Toplak, Maggie E; West, Richard F; Stanovich, Keith E

    2002-09-01

    Developmental and individual differences in the tendency to favor analytic responses over heuristic responses were examined in children of two different ages (10- and 11-year-olds versus 13-year-olds), and of widely varying cognitive ability. Three tasks were examined that all required analytic processing to override heuristic processing: inductive reasoning, deductive reasoning under conditions of belief bias, and probabilistic reasoning. Significant increases in analytic responding with development were observed on the first two tasks. Cognitive ability was associated with analytic responding on all three tasks. Cognitive style measures such as actively open-minded thinking and need for cognition explained variance in analytic responding on the tasks after variance shared with cognitive ability had been controlled. The implications for dual-process theories of cognition and cognitive development are discussed.

  3. Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

    NASA Astrophysics Data System (ADS)

    Kaminski, Charles William

    The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning activities demonstrated more positive metacognitive and affective responses to the SAFI tasks. This suggests that the contemplation and consideration of relationships expressed in the map requires learners, while completing the SAFI task, to compare their existing cognitive structure with an accepted structure and to reflect on the differences and similarities that may exist. Subsequently, the value of formative online SAFI map use for learners lies within the cognitive process of completing the tasks, not in the construction of an abstract cognitive structure reflecting an accepted structure and organization of concepts suggested by a completed map.

  4. Personality disorder functioning styles are associated with the effects of the cognitive-behavioral therapy for panic disorder: a preliminary study.

    PubMed

    Chen, Wanzhen; Hu, Jing; Xu, Shaofang; Shen, Mowei; Chai, Hao; Wang, Wei

    2014-06-01

    The effect of the cognitive behavioral therapy (CBT) for panic disorder varies, but how personality disorder functioning style influences it remains unclear. In 30 healthy volunteers and 44 patients with panic disorder (22 treated and 22 waiting list), we administered the Parker Personality Measure (PERM) and the Plutchik-van Praag Depression Inventory (PVP). Before and during the CBT or waiting period, patients were asked to record their panic attacks using the Panic Attack Record (PAR). Patients scored significantly higher on PERM Antisocial, Borderline, Histrionic, Avoident, Dependent, and Passive-aggressive styles and on depression. After CBT, all PAR parameters were significantly reduced in the treated group. The Obsessive-compulsive style was positively correlated with the panic attack duration and the total-thought before CBT or waiting period in all patients. In treated patients, the decreased panic attack duration was positively correlated with Histrionic, Obsessive-compulsive and Passive-aggressive; the decreased total symptom number was positively correlated with Antisocial and Histrionic; the decreased total-sensation was positively correlated with antisocial; and the total-thought was positively correlated with Narcissistic style. The length and duration of CBT was short and mainly with behavioral strategies, how personality influenced the related cognition per se remains unknown here. However, our preliminary results indicate that personality disorder functioning styles related to the externalized behaviors and the Obsessive-compulsive style have positive effects on CBT for panic disorder, implying that CBT practitioners should note their personality styles when treating these patients.

  5. How Cognitive Style and Problem Complexity Affect Preservice Agricultural Education Teachers' Abilities to Solve Problems in Agricultural Mechanics

    ERIC Educational Resources Information Center

    Blackburn, J. Joey; Robinson, J. Shane; Lamm, Alexa J.

    2014-01-01

    The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was…

  6. Business Administration Students as Surrogates for IT Professionals: Summary of a Study

    ERIC Educational Resources Information Center

    Cline, Melinda; St. John, Jeremy; Guynes, Carl S.

    2015-01-01

    The purpose of this paper is to report a summary of the results of a study which examined the appropriateness of using business school students as surrogates for IT professionals by comparing cognitive styles, physiological characteristics, and basic demographic data among the two groups. Cognitive style refers to the way individuals think,…

  7. Cognitive Learning Styles as Reflected in the Test Makeup of English Instructors

    ERIC Educational Resources Information Center

    Majid, Al-Quran

    2007-01-01

    The cognitive learning style is an indispensable variable in the composite of the teaching-learning process. Pedagogically, it can be useful if instructors explore what type of learners they are in addition to the mode of learning preference their students depict. This can bridge the gap between training and evaluating procedures. The study…

  8. Expository Content Area Texts, Cognitive Style and Gender: Their Effects on Reading Comprehension

    ERIC Educational Resources Information Center

    Hite, Clare E.

    2004-01-01

    The purpose of this investigation was to determine if cognitive style (field dependence/independence [FD/I]) and gender interact with passage content to affect reading comprehension. Research on FD/I and its relationship to reading-related and other academic tasks served as the theoretical and empirical basis for the study. While most of the…

  9. Does Field Independence Relate to Performance on Communicative Language Tests? Research Papers

    ERIC Educational Resources Information Center

    Salmani-Nodoushan, Mohammad Ali

    2006-01-01

    Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their…

  10. The Effects of Cognitive Style on Edmodo Users' Behaviour: A Structural Equation Modeling-Based Multi-Group Analysis

    ERIC Educational Resources Information Center

    Ursavas, Omer Faruk; Reisoglu, Ilknur

    2017-01-01

    Purpose: The purpose of this paper is to explore the validity of extended technology acceptance model (TAM) in explaining pre-service teachers' Edmodo acceptance and the variation of variables related to TAM among pre-service teachers having different cognitive styles. Design/methodology/approach: Structural equation modeling approach was used to…

  11. Identification of cognitive factors related to remote work performance using closed circuit TV displays

    NASA Technical Reports Server (NTRS)

    Clarke, M. M.; Garin, J.

    1981-01-01

    Operator perceptual cognitive styles as predictors of remote task performance were identified. Remote tasks which require the use of servo controlled master/slave manipulators and closed circuit television for teleoperator repair and maintenance of nuclear fuel recycling systems are examined. A useful procedure for identifying such perceptual styles is described.

  12. Acceptance of ICT-Mediated Teaching/Learning Systems for Elementary School Teachers: Moderating Effect of Cognitive Styles

    ERIC Educational Resources Information Center

    Wu, ChienHsing; Liu, Chia-Fang

    2015-01-01

    Literature has paid limited attention to the preference of instructors to adopt e-teaching/learning system (ET/LS) by considering the cognitive styles. The current study proposes a research model to describe the effects of technology acceptance behavior and innovation diffusion behavior on ET/LS adoption for elementary school instructors. A…

  13. Ask the Cognitive Scientist: Does Tailoring Instruction to "Learning Styles" Help Students Learn?

    ERIC Educational Resources Information Center

    Willingham, Daniel T.

    2018-01-01

    In this regular "American Educator" column, findings from the field of cognitive science that are strong and clear enough to merit classroom application are considered. Research over the last 10 years measuring whether participants learn better when new content fits their purported learning style shows little to no support for style…

  14. Supervisory Styles and Graduate Student Creativity: The Mediating Roles of Creative Self-Efficacy and Intrinsic Motivation

    ERIC Educational Resources Information Center

    Gu, Jibao; He, Changqing; Liu, Hefu

    2017-01-01

    Based on social cognitive theory and leadership theory, the current study tests a theoretical model linking supervisory styles (i.e. supportive and directive) with graduate student creativity via psychological cognitive factors (specifically, creative self-efficacy and intrinsic motivation). Results from a sample of 216 graduate students of 1…

  15. Cognitive Style Factors and Learning from Micro-Computer Based and Programmed Instructional Materials: A Preliminary Analysis.

    ERIC Educational Resources Information Center

    Canelos, James; And Others

    This study examined the effects of two cognitive styles--field dependents-independents and reflectivity-impulsivity--on learning from microcomputer-based instruction. In the first of three experimental designs, a programmed instruction text on the human heart was used which contained both visual and verbal information in an instructional display,…

  16. The Effect of Different Feedback on Writing Quality of College Students with Different Cognitive Styles

    ERIC Educational Resources Information Center

    Wahyuni, Sri

    2017-01-01

    Feedback provision in the process of writing has been believed that it is beneficial. However, different strategies of providing feedback may affect differently on writing quality of students. This study aimed at investigating the effect of different feedback provision on the writing quality of students having different cognitive styles. By…

  17. The Effects of Socialization on Cognitive Style and Second Language Learning among Southeast Asian Refugees.

    ERIC Educational Resources Information Center

    Ritchie, Dana Conner

    1988-01-01

    A study investigated the relationship of the upbringing of Indochinese children and cognitive style, especially in relation to the learning of English as a Second Language. Subjects were 108 Kampuchean and 73 Vietnamese refugee children at a Philippine refugee processing center. The children were interviewed concerning their previous school…

  18. Do Human-Figure Drawings of Children and Adolescents Mirror Their Cognitive Style and Self-Esteem?

    ERIC Educational Resources Information Center

    Dey, Anindita; Ghosh, Paromita

    2016-01-01

    The investigation probed relationships among human-figure drawing, field-dependent-independent cognitive style and self-esteem of 10-15 year olds. It also attempted to predict human-figure drawing scores of participants based on their field-dependence-independence and self-esteem. Area, stratified and multi-stage random sampling were used to…

  19. Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style

    ERIC Educational Resources Information Center

    Valencia-Vallejo, Nilson; López-Vargas, Omar; Sanabria-Rodríguez, Luis

    2018-01-01

    The present research studies the effects of motivational scaffolding that favor self-efficacy and improve learning achievement in students with different cognitive styles in the Field Dependence/Independence (FDI) dimension, when they interact in an e-learning environment on mathematics. The research has an experimental design with two groups and…

  20. Mothers of Children with Externalizing Behavior Problems: Cognitive Risk Factors for Abuse Potential and Discipline Style and Practices

    ERIC Educational Resources Information Center

    McElroy, Erika M.; Rodriguez, Christina M.

    2008-01-01

    Objective: Utilizing the conceptual framework of the Social Information Processing (SIP) model ([Milner, 1993] and [Milner, 2000]), associations between cognitive risk factors and child physical abuse risk and maladaptive discipline style and practices were examined in an at-risk population. Methods: Seventy-three mothers of 5-12-year-old…

  1. The Effects of Peer-Interaction Styles in Team Blogs on Students' Cognitive Thinking and Blog Participation

    ERIC Educational Resources Information Center

    Xie, Ying; Ke, Fengfeng; Sharma, Priya

    2010-01-01

    Deep cognitive thinking refers to a learner's purposeful and conscious manipulation of ideas toward meaningful learning. Strategies such as journaling/blogging and peer feedback have been found to promote deep thinking. This article reports a research study about the effects of two different blog leader styles on students' deep thinking as…

  2. Cognitive antecedents of consumers' willingness to purchase fish rich in polyunsaturated fatty acids (PUFA).

    PubMed

    Foxall, G; Leek, S; Maddock, S

    1998-12-01

    A sample of UK consumers (N = 311) was interviewed in order to identify the attitudinal, cognitive and involvement characteristics of probable early adopters of polyunsaturated fatty acid (PUFA) fed fish. Attitude to fish significantly influenced PUFA fish, premium price PUFA fish, PUFA salmon, PUFA eel and PUFA sturgeon purchase. Involvement in healthy eating influenced PUFA fish, premium price PUFA fish and PUFA salmon purchase. Cognitive style did not influence PUFA fish and premium price PUFA fish purchase; nor, contrary to earlier research, did cognitive style and involvement interact to influence intended PUFA fish purchases.

  3. The Predictive Power of Fifth Graders' Learning Styles on Their Mathematical Reasoning and Spatial Ability

    ERIC Educational Resources Information Center

    Danisman, Sahin; Erginer, Ergin

    2017-01-01

    The purpose of this study was to examine fifth graders' mathematical reasoning and spatial ability, to identify a correlation with their learning styles, and to determine the predictive power of their learning styles on their mathematical learning profiles. This causal study was conducted with 97 fifth graders (60 females, 61.9% and 37 males,…

  4. Age, cognitive style, and traffic signs.

    PubMed

    Lambert, L D; Fleury, M

    1994-04-01

    This study assessed the efficiency with which young and older adults of varying field dependence extract information from traffic signs. It also identified some visual attributes of signs which affect recognition time. Two experiments were conducted. In Exp. 1, digitized signs, embedded in rural and urban backgrounds, were presented on a computer monitor. Subjects indicated on which side a target sign had appeared. Analysis showed that recognition times were dependent on age and field-dependence scores. Also, visual backgrounds and spatial frequency of pictographs affected RTs. In Exp. 2, recognition RT to 2 signs with redesigned pictographs was measured as well as time taken to detect signs. The signs showing reduced spatial frequency were the fastest to recognize, although no effect was noticed during detection. The subjects who showed the worst performance when facing the original signs benefitted the most from the modifications.

  5. Thinking Styles and University Self-Efficacy Among Deaf, Hard-of-Hearing, and Hearing Students.

    PubMed

    Cheng, Sanyin; Zhang, Li-Fang; Hu, Xiaozhong

    2016-01-01

    This study explores how students' thinking styles are related to their university self-efficacy, by administering the Thinking Styles Inventory-Revised II and the University Self-Efficacy Scale to 366 deaf or hard-of-hearing (DHH) and 467 hearing university students in mainland China. Results showed that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of university self-efficacy. At the same time, DHH students with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels of university self-efficacy. The contributions, limitations, and implications of the present research are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  6. Capturing a Commander's decision making style

    NASA Astrophysics Data System (ADS)

    Santos, Eugene; Nguyen, Hien; Russell, Jacob; Kim, Keumjoo; Veenhuis, Luke; Boparai, Ramnjit; Stautland, Thomas Kristoffer

    2017-05-01

    A Commander's decision making style represents how he weighs his choices and evaluates possible solutions with regards to his goals. Specifically, in the naval warfare domain, it relates the way he processes a large amount of information in dynamic, uncertain environments, allocates resources, and chooses appropriate actions to pursue. In this paper, we describe an approach to capture a Commander's decision style by creating a cognitive model that captures his decisionmaking process and evaluate this model using a set of scenarios using an online naval warfare simulation game. In this model, we use the Commander's past behaviors and generalize Commander's actions across multiple problems and multiple decision making sequences in order to recommend actions to a Commander in a manner that he may have taken. Our approach builds upon the Double Transition Model to represent the Commander's focus and beliefs to estimate his cognitive state. Each cognitive state reflects a stage in a Commander's decision making process, each action reflects the tasks that he has taken to move himself closer to a final decision, and the reward reflects how close he is to achieving his goal. We then use inverse reinforcement learning to compute a reward for each of the Commander's actions. These rewards and cognitive states are used to compare between different styles of decision making. We construct a set of scenarios in the game where rational, intuitive and spontaneous decision making styles will be evaluated.

  7. [Cognitive and emotional feeling states and controllability: effects on judgment contents and processing style].

    PubMed

    Lantermann, E D; Otto, J H

    1994-01-01

    Reviews summarizing experiments on the interaction of emotional and cognitive processes generally conclude that moods or feelings influence memory, decision-making, and learning processes. The congruency effects observed concern the content or quality of cognition involved as well as the style of information processing. This experiment aimed to further differentiate the conditions of the congruency effects. Therefore, with a 3-factorial design, the influence of (1) positive and negative feelings, (2) a detached and vivid mode of experiencing, and (3) cognitive control on two aspects of probability estimates concerning future events were investigated. 194 female and male subjects (M = 22.58, SD = 4.85 years of age) participated. The feeling states were induced by an autobiographical recollection procedure, and the modality and control conditions were manipulated by means of instructions. 3-way interactions for the content and style of judgments as dependent variables support the expected mood-congruency effects. Three factors quality these effects. First, the mood-congruity effect as described in the literature can be interpreted as being composed of two different parts, a strong emotional and a weak cognitive mood-congruency effect, the latter being an artifact, if real emotion-cognition relationships are concerned. Second, the influence of feelings on information processing style can only be replicated under conditions of "hot" cognition, and so is a truly emotional phenomenon. Third, the interactions of mood, control, and modality point towards different control strategies being implicit in various feeling states. Positive mood is ruled by "compensation" control, whereas negative mood states are governed by "congruency" control if future life events are evaluated.

  8. Is Learning Styles-Based Instruction Effective? A Comprehensive Analysis of Recent Research on Learning Styles

    ERIC Educational Resources Information Center

    Cuevas, Joshua

    2015-01-01

    In an influential publication in 2009, a group of cognitive psychologists revealed that there was a lack of empirical evidence supporting the concept of learning styles-based instruction and provided guidelines for the type of research design necessary to verify the learning styles hypothesis. This article examined the literature since 2009 to…

  9. Field Dependence-Independence as Visuospatial and Executive Functioning in Working Memory: Implications for Instructional Systems Design and Research

    ERIC Educational Resources Information Center

    Rittschof, Kent A.

    2010-01-01

    Field dependence-independence (FDI) has long been conceptualized and discussed as a cognitive style relevant to numerous educational approaches and outcomes. However, the FDI construct is most often measured as a cognitive ability, as opposed to a style, using instruments such as the Group-Embedded Figures test (GEFT) or the Hidden Figures Test…

  10. The Influence of Cognitive Learning Style and Learning Independence on the Students' Learning Outcomes

    ERIC Educational Resources Information Center

    Prayekti

    2018-01-01

    Students of Open University are strongly required to be able to study independently. They rely heavily on the cognitive learning styles that they have in attempt to get maximum scores in every final exam. The participants of this research were students in the Physics Education program taking Thermodynamic subject course. The research analysis…

  11. Not Waving but Drowning: A Review of Tufte's "The Cognitive Style of PowerPoint"

    ERIC Educational Resources Information Center

    Kangas, Brian D.

    2012-01-01

    "The Cognitive Style of PowerPoint: Pitching Out Corrupts Within" by Edward Tufte (2006) condemns the software for failing to help users achieve many of the goals of an effective presentation and instead offers a low resolution platform with a deeply hierarchical single-path structure capable of convening a trivial amount of information even over…

  12. The Effects of Students' Cognitive Styles on Conceptual Understandings and Problem-Solving Skills in Introductory Mechanics

    ERIC Educational Resources Information Center

    Ates, Salih; Cataloglu, Erdat

    2007-01-01

    The purpose of this study was to determine if there are relationships among freshmen students' Field depended or field independent (FD/FI) cognitive style, conceptual understandings, and problem solving skills in mechanics. The sample consisted of 213 freshmen (female = 111, male = 102; age range 17-21) who were enrolled in an introductory physics…

  13. Determining the Effects of Cognitive Style, Problem Complexity, and Hypothesis Generation on the Problem Solving Ability of School-Based Agricultural Education Students

    ERIC Educational Resources Information Center

    Blackburn, J. Joey; Robinson, J. Shane

    2016-01-01

    The purpose of this experimental study was to assess the effects of cognitive style, problem complexity, and hypothesis generation on the problem solving ability of school-based agricultural education students. Problem solving ability was defined as time to solution. Kirton's Adaption-Innovation Inventory was employed to assess students' cognitive…

  14. Parent-Child Book-Reading Styles, Emotional Quality, and Changes in Early Head Start Children's Cognitive Scores

    ERIC Educational Resources Information Center

    Cline, Keely D.; Edwards, Carolyn Pope

    2017-01-01

    Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and…

  15. Is Field Dependence/Independence a Source of Test Bias in Iranian EFL Majors' Cloze Test Performance?

    ERIC Educational Resources Information Center

    Alimorad, Zahra

    2013-01-01

    Recent language testing research investigates factors other than language proficiency that may be responsible for systematic variance in language test performance. One such factor is the test takers' cognitive styles. The present study was carried out with the aim of finding the probable effects of Iranian EFL learners' cognitive styles on their…

  16. Appraisals and Cognitive Coping Styles Associated with Chronic Post-Traumatic Symptoms in Child Road Traffic Accident Survivors

    ERIC Educational Resources Information Center

    Stallard, Paul; Smith, Elisabeth

    2007-01-01

    Background: Comparatively little is known about the cognitive appraisals and coping styles of child road traffic accident (RTA) survivors that are associated with chronic post-traumatic reactions. Methods: Seventy-five children and young people aged 7-18 who were involved in a road traffic accident and attended an accident and emergency department…

  17. Predicting Academic Success of Junior Secondary School Students in Mathematics through Cognitive Style and Problem Solving Technique

    ERIC Educational Resources Information Center

    Badru, Ademola K.

    2015-01-01

    This study examined the prediction of academic success of Junior secondary school mathematics students using their cognitive style and problem solving technique. A descriptive survey of correlation type was adopted for this study. A purposive sampling procedure was used to select five Public Junior secondary schools in Ijebu-Ode local government…

  18. YouTube and Skype Modes of Virtual Learning Performance in Relations to Cognitive Styles of Students

    ERIC Educational Resources Information Center

    Jena, Ananta Kumar; Deka, Monisha; Barman, Munmi

    2017-01-01

    The study aimed to find out the relationship between cognitive styles, YouTube learning and Skype learning performance of secondary school students. For that purpose, the researchers randomly selected 20 students from two 9th standards of two English medium secondary schools of Silchar Town, Assam, India to conduct the experiment. Quasi…

  19. The Effects of Text Density Levels and the Cognitive Style of Field Dependence on Learning from a CBI Tutorial

    ERIC Educational Resources Information Center

    Ipek, Ismail

    2011-01-01

    The purpose of this study was to investigate the effects of variations in text density levels and the cognitive style of field dependence on learning from a CBI tutorial, based on the dependent measures of achievement, reading comprehension, and reading rate, and of lesson completion time. Eighty college undergraduate students were randomly…

  20. The Effects of Highlight Color on Immediate Recall on Subjects of Different Cognitive Styles.

    ERIC Educational Resources Information Center

    Worley, Gary M.; Moore, David M.

    2001-01-01

    Discussion of the use of color for enhancing recognition memory focuses on a study of undergraduates that evaluated images as black and white, full color, or highlight color and the effect these characteristics had on recognition memory and recall for learners classified as field-dependent and field-independent in terms of cognitive style. (LRW)

  1. The Influence of Experience and Cognitive Style on International Entrepreneurial Intentions: The Contribution of Academic Education in this Relation

    ERIC Educational Resources Information Center

    Sommer, Lutz

    2013-01-01

    Introduction: The paper at hand examines the influence of Cognitive Style (CS) and International Experience (IE) on International Entrepreneurial Self-Efficacy (IESE) and International Entrepreneurial Intention (IEI) as well as the role of Academic Education (AE) in this context. Method: Based on a survey that was conducted among 111 students the…

  2. German Translation and Validation of the Cognitive Style Questionnaire Short Form (CSQ-SF-D)

    PubMed Central

    Huys, Quentin J. M.; Renz, Daniel; Petzschner, Frederike; Berwian, Isabel; Stoppel, Christian; Haker, Helene

    2016-01-01

    Background The Cognitive Style Questionnaire is a valuable tool for the assessment of hopeless cognitive styles in depression research, with predictive power in longitudinal studies. However, it is very burdensome to administer. Even the short form is still long, and neither this nor the original version exist in validated German translations. Methods The questionnaire was translated from English to German, back-translated and commented on by clinicians. The reliability, factor structure and external validity of an online form of the questionnaire were examined on 214 participants. External validity was measured on a subset of 90 subjects. Results The resulting CSQ-SF-D had good to excellent reliability, both across items and subscales, and similar external validity to the original English version. The internality subscale appeared less robust than other subscales. A detailed analysis of individual item performance suggests that stable results could be achieved with a very short form (CSQ-VSF-D) including only 27 of the 72 items. Conclusions The CSQ-SF-D is a validated and freely distributed translation of the CSQ-SF into German. This should make efficient assessment of cognitive style in German samples more accessible to researchers. PMID:26934499

  3. German Translation and Validation of the Cognitive Style Questionnaire Short Form (CSQ-SF-D).

    PubMed

    Huys, Quentin J M; Renz, Daniel; Petzschner, Frederike; Berwian, Isabel; Stoppel, Christian; Haker, Helene

    2016-01-01

    The Cognitive Style Questionnaire is a valuable tool for the assessment of hopeless cognitive styles in depression research, with predictive power in longitudinal studies. However, it is very burdensome to administer. Even the short form is still long, and neither this nor the original version exist in validated German translations. The questionnaire was translated from English to German, back-translated and commented on by clinicians. The reliability, factor structure and external validity of an online form of the questionnaire were examined on 214 participants. External validity was measured on a subset of 90 subjects. The resulting CSQ-SF-D had good to excellent reliability, both across items and subscales, and similar external validity to the original English version. The internality subscale appeared less robust than other subscales. A detailed analysis of individual item performance suggests that stable results could be achieved with a very short form (CSQ-VSF-D) including only 27 of the 72 items. The CSQ-SF-D is a validated and freely distributed translation of the CSQ-SF into German. This should make efficient assessment of cognitive style in German samples more accessible to researchers.

  4. Do you remember your sad face? The roles of negative cognitive style and sad mood.

    PubMed

    Caudek, Corrado; Monni, Alessandra

    2013-01-01

    We studied the effects of negative cognitive style, sad mood, and facial affect on the self-face advantage in a sample of 66 healthy individuals (mean age 26.5 years, range 19-47 years). The sample was subdivided into four groups according to inferential style and responsivity to sad mood induction. Following a sad mood induction, we examined the effect on working memory of an incidental association between facial affect, facial identity, and head-pose orientation. Overall, head-pose recognition was more accurate for the self-face than for nonself face (self-face advantage, SFA). However, participants high in negative cognitive style who experienced higher levels of sadness displayed a stronger SFA for sad expressions than happy expressions. The remaining participants displayed an opposite bias (a stronger SFA for happy expressions than sad expressions), or no bias. These findings highlight the importance of trait-vulnerability status in the working memory biases related to emotional facial expressions.

  5. Transactional relationships among cognitive vulnerabilities, stressors, and depressive symptoms in adolescence.

    PubMed

    Calvete, Esther; Orue, Izaskun; Hankin, Benjamin L

    2013-04-01

    The transactional cognitive vulnerability to stress model Hankin & Abramson (Psychological Bulletin, 127:773-796, 2001) extends the traditional diathesis-stress model by proposing that the relationships among cognitions, depressive symptoms, and stressors are dynamic and bidirectional. In this study three different pathways among these variables were assessed simultaneously: (1) cognitive vulnerabilities and stressors as predictors of depressive symptoms (vulnerability model), (2) depressive symptoms and cognitive vulnerabilities as predictors of stressors (stress generation model), and (3) depressive symptoms and stressors as predictors of cognitive vulnerabilities (consequence model). A fully cross-lagged design panel was employed with 1,187 adolescents (545 girls and 642 boys, Mean Age = 13.42 years) who were assessed at two time points separated by 6 months. They completed measures of cognitive vulnerabilities (maladaptive schema domains and negative inferential style), stressors, and depressive symptoms. Inferential style and schemas of the disconnection and rejection domain predicted prospective increases in depressive symptoms. Initial levels of depressive symptoms and most cognitive vulnerabilities predicted greater stress generation. Initial levels of stressors and depressive symptoms predicted an increase in negative inferential style and maladaptive schema domains over time. These bidirectional relationships were mostly similar for boys and girls, although there were a few gender differences. The findings support a transactional model with reciprocal relationships among stress, depressive symptoms, and cognitive vulnerabilities. Transactional implications for depression interventions among adolescents are discussed.

  6. Using a generalized linear mixed model approach to explore the role of age, motor proficiency, and cognitive styles in children's reach estimation accuracy.

    PubMed

    Caçola, Priscila M; Pant, Mohan D

    2014-10-01

    The purpose was to use a multi-level statistical technique to analyze how children's age, motor proficiency, and cognitive styles interact to affect accuracy on reach estimation tasks via Motor Imagery and Visual Imagery. Results from the Generalized Linear Mixed Model analysis (GLMM) indicated that only the 7-year-old age group had significant random intercepts for both tasks. Motor proficiency predicted accuracy in reach tasks, and cognitive styles (object scale) predicted accuracy in the motor imagery task. GLMM analysis is suitable to explore age and other parameters of development. In this case, it allowed an assessment of motor proficiency interacting with age to shape how children represent, plan, and act on the environment.

  7. The relationship between perceived parenting, adult attachment style and alexithymia in alcoholic inpatients.

    PubMed

    De Rick, Ann; Vanheule, Stijn

    2006-07-01

    In this paper we examine the understudied relationship between alexithymia on the one hand, and adult attachment and perceived parenting on the other hand, in a clinical sample of alcoholic inpatients (N=101). We test whether differences between a high and a low scoring group on trait alexithymia can be predicted on the basis of attachment style and perceived parenting. We observed that the avoidant attachment style is a strong predictor. Subsequently we test whether three dimensions of alexithymia - affective, cognitive and social - are meaningfully linked to adult attachment and perceived parenting. We noticed that cognitive alexithymia especially was predicted by the avoidant attachment style and a lack of warmth perceived in the relationship to the father.

  8. Decision-Making Style and Vocational Maturity.

    ERIC Educational Resources Information Center

    Phillips, Susan D.; Strohmer, Douglas C.

    1982-01-01

    Examined the relationship between decision-making style, scholastic achievement, and vocational maturity for college students (N=64). Results did not support the hypothesized relationship between rationality and attitudinal and cognitive maturity. Scholastic achievement and lack of dependent decision style were found to be moderately predictive of…

  9. Cognitive Vulnerability to Depressive Symptoms in Children: The Protective Role of Self-efficacy Beliefs in a Multi-Wave Longitudinal Study

    PubMed Central

    Steca, P.; Abela, J. R. Z.; Monzani, D.; Greco, A.; Hazel, N. A.; Hankin, B. L.

    2015-01-01

    The current multi-wave longitudinal study on childhood examined the role that social and academic self-efficacy beliefs and cognitive vulnerabilities play in predicting depressive symptoms in response to elevations in idiographic stressors. Children (N = 554; males: 51.4%) attending second and third grade completed measures of depressive symptoms, negative cognitive styles, negative life events, and academic and social self-efficacy beliefs at four time-points over 6 months. Results showed that high levels of academic and social self-efficacy beliefs predicted lower levels of depressive symptoms, whereas negative cognitive styles about consequences predicted higher depression. Furthermore, children reporting higher social self-efficacy beliefs showed a smaller elevation in levels of depressive symptoms when reporting an increases in stress than children with lower social self-efficacy beliefs. Findings point to the role of multiple factors in predicting children’s depression in the long term and commend the promotion of self-efficacy beliefs and the modification of cognitive dysfunctional styles as relevant protective factors. PMID:23740171

  10. Predicting romantic involvement, relationship cognitions, and relationship qualities from physical appearance, perceived norms, and relational styles regarding friends and parents.

    PubMed

    Furman, Wyndol; Winkles, Jessica K

    2010-12-01

    Using a sample of 199 adolescents, the present study examined Furman and Wehner's (1999) hypothesis that the predictors of the degree of romantic involvement and the predictors of romantic relationship cognitions and qualities differ. As hypothesized, physical appearance and friends' normative romantic involvement were related to the degree of casual and serious romantic involvement, whereas relational styles regarding friends and parents were unrelated in almost all cases. On the other hand, relational styles regarding friends and parents were related to supportive and negative romantic interactions and romantic styles. In contrast, physical appearance and friends' normative romantic involvement were generally unrelated to interactions and romantic styles. Physical appearance was also related to romantic appeal and satisfaction. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  11. Thinking Styles and Quality of University Life Among Deaf or Hard of Hearing and Hearing Students.

    PubMed

    Cheng, Sanyin; Zhang, Li-Fang

    2017-01-01

    The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

  12. Effects of Social Reinforcement, Locus of Control, and Cognitive Style on Concept Learning among Retarded Children.

    ERIC Educational Resources Information Center

    Panda, Kailas C.

    To examine the effects of locus of control (the extent to which an individual feels he has control over his own behavior) and cognitive style variables on learning deficits among mentally handicapped children, 80 mentally retarded boys (IQ 50 to 83, age 160 to 196 months) were administered a battery of tests. Analyses of student performance…

  13. Cognitive Styles Field Dependence/Independence and Scientific Achievement of Male and Female Students of Zamfara State College of Education Maru, Nigeria

    ERIC Educational Resources Information Center

    Muhammad, Tukur; Daniel, Esther Gananamalar Sarojini; Abdurauf, Rose Amnah

    2015-01-01

    This study was conducted to examine the association between cognitive styles (Field dependence/Independence) and scientific achievement in Male and Female student of Biology and Integrated science Department of Zamfara State College of Education Maru, the is correlational. A population of 700 students were used, in which 150 were randomly selected…

  14. Changes in Cognitive-Behavioral Constructs Across Treatment Modalities for Seasonal Affective Disorder: Cognitive-Behavioral Therapy, Light Therapy, and their Combination

    DTIC Science & Technology

    2003-01-01

    increased appetite (including cravings for complex carbohydrates and sugars; Kasper et al., 1989). Within the recurrent depressed population...individuals’ rate of engagement in pleasant activities through three interpersonal styles of interaction : assertion, interpersonal style of expressive...degree of change on automatic thoughts. This hypothesized pattern of findings would produce a significant Group X Occasion interaction

  15. The Effects of Cognitive Styles on Naïve Impetus Theory Application Degrees of Pre-Service Science Teachers

    ERIC Educational Resources Information Center

    Cataloglu, Erdat; Ates, Salih

    2014-01-01

    The purpose of this study was to determine whether there is a relationship between pre-service science teachers' Field Dependent or Field Independent (FD/FI) cognitive styles and the application of degrees of naive impetus theory. The sample consisted of 122 pre-service science teachers (97 females and 25 males) who were enrolled in the…

  16. The Effect of Logical Thinking and Two Cognitive Styles on Understanding the Structure of Matter: An Analysis with the Random Walk Method

    ERIC Educational Resources Information Center

    Stamovlasis, Dimitrios; Tsitsipis, Georgios; Papageorgiou, George

    2010-01-01

    This work uses the concepts and tools of complexity theory to examine the effect of logical thinking and two cognitive styles, such as, the degree of field dependence/independence and the convergent/divergent thinking on students' understanding of the structure of matter. Students were categorized according to the model they adopted for the…

  17. Relationships among Prior Conceptual Knowledge, Metacognitive Awareness, Metacognitive Self-Management, Cognitive Style, Perception-Judgment Style, Attitude toward School Science, Self-Regulation, and Science Achievement in Grades 6-7 Students.

    ERIC Educational Resources Information Center

    Holden, Trudy G.; Yore, Larry D.

    This study explores the learner dimension in learning biological science topics in five elementary school classrooms instructed by different teachers using a common course of study and outcome measures. Specifically, the study addressed the associations among conceptual, metacognitive, cognitive, stylistic, and affective characteristics and…

  18. A Comparison of Field-Dependence Cognitive Styles of Professionals in Purchasing and Consumer Service and Secondary Marketing Education Students, with Implications for Workforce Development.

    ERIC Educational Resources Information Center

    Fritz, Robert L.; Stewart, Barbara; Norwood, Marcella

    2002-01-01

    The field-dependent cognitive styles of 44 professionals in customer service occupations provided a benchmark to interpret data for 239 secondary marketing education students. Results suggest that males have greater access to analytic traits such as restructuring skill, problem-solving interest, and skill with abstractions. (Contains 38…

  19. Profiling & Utilizing Learning Style.

    ERIC Educational Resources Information Center

    Keefe, James W., Ed.

    The purpose of the National Association of Secondary School Principals (NASSP) Learning Style Profile is to provide educators with a well-validated and easy-to-use instrument for diagnosing the cognitive styles, perceptual response tendencies, and study/instructional preferences of middle level and senior high school students. The Learning Style…

  20. Parenting style impacts cognitive and behavioural outcomes of former preterm infants: A systematic review.

    PubMed

    Neel, M L M; Stark, A R; Maitre, N L

    2018-03-25

    We sought to evaluate published evidence in aggregate regarding the impact of parenting style on the cognitive and behavioural outcomes of former preterm infants. We searched 5 databases using germane MeSH terms. Parenting style was defined as any descriptor of parenting using ≥2 dimensions on published parenting axes. We evaluated studies for quality of evidence and strength of recommendations using standardized tools and categorized summative recommendations by parenting axis and child outcome. Twenty-seven articles met our inclusion criteria. Parental responsivity is the only parenting axis strongly associated with both improved child cognition and behaviour. Parental demandingness is associated only with improved child cognition, and parental warmth and rejection are associated only with child behaviour. Parental coercion is not associated with subsequent child outcomes. Parental responsivity may be essential in optimizing neurodevelopment in former preterm infants. More targeted studies are needed to inform this relationship and identify opportunities for intervention. © 2018 John Wiley & Sons Ltd.

  1. Self-focused cognitive emotion regulation style as associated with widespread diminished EEG fractal dimension.

    PubMed

    Bornas, Xavier; Tortella-Feliu, Miquel; Balle, Maria; Llabrés, Jordi

    2013-01-01

    The cognitive regulation of emotions is important for human adaptation. Self-focused emotion regulation (ER) strategies have been linked to the development and persistence of anxiety and depression. A vast array of research has provided valuable knowledge about the neural correlates of the use of specific self-focused ER strategies; however, the resting neural correlates of cognitive ER styles, which reflect an individual's disposition to engage in different forms of ER in order to manage distress, are largely unknown. In this study, associations between theoretically negative ER style (self-focused or not) and the complexity (fractal dimension, FD) of the resting EEG at frontal, central, parietal, and occipital regions were investigated in 58 healthy volunteers. The Cognitive Emotion Regulation Questionnaire was used as the self-report measure of ER style. Results showed that a diminished FD over the scalp significantly correlated with self-focused ER style scores, even after controlling for negative affect, which has been also considered to influence the use of ER strategies. The lower the EEG FD, the higher were the self-focused ER style scores. Correlational analyses of specific self-focused ER strategies showed that self-blaming and rumination were negatively associated with diminished FD of the EEG, but catastrophizing and blaming others were not. No significant correlations were found for ER strategies more focused on situation or others. Results are discussed within the self-organized criticality theory of brain dynamics: The diminished FD of the EEG may reflect a disposition to engage in self-focused ER strategies as people prone to ruminate and self-blame show a less complex resting EEG activity, which may make it more difficult for them to exit their negative emotional state.

  2. Peer Victimization and Prospective Changes in Children's Inferential Styles

    ERIC Educational Resources Information Center

    Gibb, Brandon E.; Stone, Lindsey B.; Crossett, Sarah E.

    2012-01-01

    There is evidence that the cognitive vulnerabilities featured in the hopelessness theory of depression--inferential styles for the causes, consequences, and self-worth implications of negative events--increase risk for depression. Given this, it is important to understand how these inferential styles develop. In this study, we examined the impact…

  3. The Search for Style: It All Depends on Where You Look.

    ERIC Educational Resources Information Center

    Tendy, Susan M.; Geiser, William F.

    This paper traces the history of 11 prominent learning style theorists from the 1970s to the present. Several theorists focused on the student's cognitive processing style. Manuel Ramirez attributed Mexican-American students' tendency toward field sensitivity to their socialization. Charles Letteri classified learners as analytic, global, or…

  4. Relationships among gender, cognitive style, academic major, and performance on the Piaget water-level task.

    PubMed

    Hammer, R E; Hoffer, N; King, W L

    1995-06-01

    Many researchers have found that more college-age adults than would be expected fail Piaget's water-level task, with women failing more frequently than men. It has been hypothesized that differences in cognitive style may account for performance differences on the water-level task. In the present study, 27 male and 27 female architectural students and 27 male and 27 female liberal-arts students were assessed for their performance on both Piaget's Water-level Task and Witkin's Group Embedded Figures Test. No difference was found in performance of male and female architectural students on either task, but male liberal-arts students scored significantly higher than female liberal-arts students on both measures. A disembedding cognitive style predicted success on the water-level task for the architectural students but not for the liberal arts students.

  5. Open Space, Open Education, and Pupil Performance.

    ERIC Educational Resources Information Center

    Lukasevich, Ann; Gray, Roland F.

    1978-01-01

    Explores the relationship between instructional style (open and non-open programs), architectural style (open and non-open facilities) and selected cognitive and affective outcomes of third grade pupils. (CM)

  6. Parental rearing style: examining for links with personality vulnerability factors for depression.

    PubMed

    Parker, G

    1993-07-01

    Recent research provides evidence of links between anomalous parenting experiences in childhood and subsequent depression. A study was designed to pursue the possibility that anomalous parenting effects a diathesis to depression by inducing a vulnerable cognitive style rather than by disposing directly to depression. Possible mediating personality style variables were explored in a study of 123 depressed subjects who scored their parents on the Parental Bonding Instrument (PBI), as well as completing a state depression and several relevant personality measures. Low self-esteem and a related dysfunction cognitive style were the personality variables most clearly linked with PBI scores, with links persisting after partialling out state levels of depression. Failure to find links between PBI scores and depression levels limited explication of the diathesis stress model.

  7. Personality, cognitive styles and Morningness-Eveningness disposition in a sample of Yoga trainees

    PubMed Central

    Cavallera, Guido M.; Gatto, Massimo; Boari, Giuseppe

    2014-01-01

    Background Yoga is a psychophysical, spiritual science of holistic living, aiming towards body and mind development; it can influence well-being, cognitive processes, personality (Gunas), psychophysiological parameters, and human health. Since it has been observed that Morningness-Eveningness disposition is associated with personality, and that personality can characterize people practicing Yoga, in this exploratory study we posited that Morningness-Eveningness might be associated with personality in Yoga trainees. Since Yoga can have influences over cognitive perspectives, and since it has been observed that Morningness-Eveningness disposition can associate with cognitive processes, we investigated a sample of Yoga trainees with reference to relationship with styles of learning and thinking (relevant aspects of cognitive functioning) and also with Morningness-Eveningness disposition. Material/Method We tested 184 Yoga trainees using the following questionnaires: Styles of Learning and Thinking (Torrance), Big Five Questionnaire (Caprara, Barbaranelli, Borgogni), and reduced Morningness-Eveningness Questionnaire (Natale). Results We found that Morning types score significantly higher than Evening types on Conscientiousness, Friendliness, Scrupulousness, Openness to Culture, emotional Stability, emotion Control, they score higher than intermediate types on Conscientiousness, Friendliness, Scrupulousness. Moreover, data showed that the high majority of subjects, also with reference to Morningness-Eveningness disposition, have right-sided styles of learning and thinking, pointing out a tendency towards right-sided cognitive precessing in the whole sample. Personality traits of the Yoga trainees were also investigated. Conclusions Data are discussed with reference to existing literature, psychological and neuroscientific perspectives are suggested, previous studies about Yoga published on Medical Science Monitor are also considered. PMID:24531385

  8. A Teaching Elixir, Learning Chimera or Just Fool's Gold? Do Learning Styles Matter?

    ERIC Educational Resources Information Center

    Rayner, Steve

    2007-01-01

    The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of…

  9. Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials.

    PubMed

    Cook, David A; Gelula, Mark H; Dupras, Denise M; Schwartz, Alan

    2007-09-01

    Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.

  10. The Five-Factor Model of Personality and Its Relationship to Cognitive Style (Rush and Prudence) and Academic Achievement among a Sample of Students

    ERIC Educational Resources Information Center

    Barakat, Asia; Othman, Afaf

    2015-01-01

    The present study aims to identify the relationship between the five-factor model of personality and its relationship to cognitive style (rush and prudence) and academic achievement among a sample of students. The study is based on descriptive approach for studying the relationship between the variables of the study, results and analysis. The…

  11. The Role of Cognitive Style Variables in Mediating the Influence of Aggressive Television upon Elementary School Children.

    ERIC Educational Resources Information Center

    Thomas, Sally

    A study was conducted to investigate the impact which certain cognitive styles or structures have in mediating the influence of aggressive television on young boys. The subjects were 143 boys, ranging in age from 5-1/2 to 8-1/2 years, attending elementary school in the Santa Monica area. During the first of two sessions, each child was…

  12. Field Dependence-Field Independence Cognitive Style, Gender, Career Choice and Academic Achievement of Secondary School Students in Emohua Local Government Area of Rivers State

    ERIC Educational Resources Information Center

    Onyekuru, Bruno Uchenna

    2015-01-01

    This is a descriptive study that investigated the relationships among field dependence-field independence cognitive style and gender, career choice and academic achievement of secondary school students in Emohua Local Government Area of Rivers State, Nigeria. From the initial sample of 320 senior secondary school one (SS1) students drawn from the…

  13. Cognitive Styles and the Social Order. Final Report, Part II. O.E.O. Study B00-5135, "Thought, Race, and Opportunity."

    ERIC Educational Resources Information Center

    TenHouten, Warren D.

    This report presents data developed for testing the theory that there are social processes which result in differing cognitive styles for subdominant and dominant social groups. The results of surveys of black and white persons in an urban area, of white rural farmers, and Hopi Indians are presented. The research attempts to integrate data and…

  14. The Creativity of Reflective and Impulsive Selected Students in Solving Geometric Problems

    NASA Astrophysics Data System (ADS)

    Shoimah, R. N.; Lukito, A.; Siswono, T. Y. E.

    2018-01-01

    This research purposed to describe the elementary students’ creativity with reflective and impulsive cognitive style in solving geometric problems. This research used qualitative research methods. The data was collected by written tests and task-based interviews. The subjects consisted of two 5th grade students that were measured by MFFT (Matching Familiar Figures Test). The data were analyzed based on the three main components of creativity; that is fluency, flexibility, and novelty. This results showed that subject with reflective cognitive style in solving geometric problems met all components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated more than two different ways to get problem solved, and novelty; subject generated new ideas and new ways that original and has never been used before). While subject with impulsive cognitive style in solving geometric problems met two components of creativity (fluency; subject generated more than three different right-ideas in solving problems, flexibility; subject generated two different ways to get problem solved). Thus, it could be concluded that reflective students are more creative in solving geometric problems. The results of this research can also be used as a guideline in the future assessment of creativity based on cognitive style.

  15. The embodiment of emotion: language use during the feeling of social emotions predicts cortical somatosensory activity.

    PubMed

    Saxbe, Darby E; Yang, Xiao-Fei; Borofsky, Larissa A; Immordino-Yang, Mary Helen

    2013-10-01

    Complex social emotions involve both abstract cognitions and bodily sensations, and individuals may differ on their relative reliance on these. We hypothesized that individuals' descriptions of their feelings during a semi-structured emotion induction interview would reveal two distinct psychological styles-a more abstract, cognitive style and a more body-based, affective style-and that these would be associated with somatosensory neural activity. We examined 28 participants' open-ended verbal responses to admiration- and compassion-provoking narratives in an interview and BOLD activity to the same narratives during subsequent functional magnetic resonance imaging scanning. Consistent with hypotheses, individuals' affective and cognitive word use were stable across emotion conditions, negatively correlated and unrelated to reported emotion strength in the scanner. Greater use of affective relative to cognitive words predicted more activation in SI, SII, middle anterior cingulate cortex and insula during emotion trials. The results suggest that individuals' verbal descriptions of their feelings reflect differential recruitment of neural regions supporting physical body awareness. Although somatosensation has long been recognized as an important component of emotion processing, these results offer 'proof of concept' that individual differences in open-ended speech reflect different processing styles at the neurobiological level. This study also demonstrates SI involvement during social emotional experience.

  16. Mothers of children with externalizing behavior problems: cognitive risk factors for abuse potential and discipline style and practices.

    PubMed

    McElroy, Erika M; Rodriguez, Christina M

    2008-08-01

    Utilizing the conceptual framework of the Social Information Processing (SIP) model (Milner, 1993, 2000), associations between cognitive risk factors and child physical abuse risk and maladaptive discipline style and practices were examined in an at-risk population. Seventy-three mothers of 5-12-year-old children, who were identified by their therapist as having an externalizing behavior problem, responded to self-report measures pertaining to cognitive risk factors (empathic perspective taking, frustration tolerance, developmental expectations, parenting locus of control), abuse risk, and discipline style and practices. The Child Behavior Checklist (CBCL) provided a confirmation of the child's externalizing behaviors independent of the therapist's assessment. The results of this study suggest several cognitive risk factors significantly predict risk of parental aggression toward children. A parent's ability to empathize and take the perspective of their child, parental locus of control, and parental level of frustration tolerance were significant predictors of abuse potential (accounting for 63% of the variance) and inappropriate discipline practices (accounting for 55% of the variance). Findings of the present study provide support for processes theorized in the SIP model. Specifically, results underscore the potential role of parents' frustration tolerance, developmental expectations, locus of control, and empathy as predictive of abuse potential and disciplinary style in an at-risk sample.

  17. A critical look at spatial scale choices in satellite-based aerosol indirect effect studies

    NASA Astrophysics Data System (ADS)

    Grandey, B. S.; Stier, P.

    2010-06-01

    Analysing satellite datasets over large regions may introduce spurious relationships between aerosol and cloud properties due to spatial variations in aerosol type, cloud regime and synoptic regime climatologies. Using MODerate resolution Imaging Spectroradiometer data, we calculate relationships between aerosol optical depth τa, derived liquid cloud droplet effective number concentration Ne and liquid cloud droplet effective radius re at different spatial scales. Generally, positive values of dlnNe dlnτa are found for ocean regions, whilst negative values occur for many land regions. The spatial distribution of dlnre dlnτa shows approximately the opposite pattern, with generally postive values for land regions and negative values for ocean regions. We find that for region sizes larger than 4°×4°, spurious spatial variations in retrieved cloud and aerosol properties can introduce widespread significant errors to calculations of dlnNe dlnτa and dlnre dlnτa . For regions on the scale of 60°×60°, these methodological errors may lead to an overestimate in global cloud albedo effect radiative forcing of order 80%.

  18. Predicting Changes in Depressive Symptoms from Pregnancy to Postpartum: The Role of Brooding Rumination and Negative Inferential Styles

    PubMed Central

    Barnum, Sarah E.; Woody, Mary L.; Gibb, Brandon E.

    2014-01-01

    The current study examined the role of cognitive factors in the development and maintenance of depressive symptoms from pregnancy into the postpartum period. One hundred and one women were assessed for levels of rumination (brooding and reflection), negative inferential styles, and depressive symptoms in their third trimester of pregnancy and depressive symptom levels again at four and eight weeks postpartum. We found that, although none of the three cognitive variables predicted women’s initial depressive reactions following childbirth (from pregnancy to one month postpartum), brooding rumination and negative inferential styles predicted longer-term depressive symptom changes (from pregnancy to two months postpartum). However, the predictive validity of women’s negative inferential styles was limited to women already exhibiting relatively high depressive symptom levels during pregnancy, suggesting that it was more strongly related to the maintenance of depressive symptoms into the postpartum period rather than increases in depressive symptoms following childbirth. Modifying cognitive risk factors, therefore, may be an important focus of intervention for depression during pregnancy. PMID:25401383

  19. The Neuroprotective Effect of Dark Chocolate in Monosodium Glutamate-Induced Nontransgenic Alzheimer Disease Model Rats: Biochemical, Behavioral, and Histological Studies.

    PubMed

    Madhavadas, Sowmya; Kapgal, Vijaya Kumar; Kutty, Bindu M; Subramanian, Sarada

    2016-01-01

    The vulnerability to oxidative stress and cognitive decline continue to increase during both normal and pathological aging. Dietary changes and sedentary life style resulting in mid-life obesity and type 2 diabetes, if left uncorrected, further add to the risk of cognitive decline and Alzheimer disease (AD) in the later stages of life. Certain antioxidant agents such as dietary polyphenols, taken in adequate quantities, have been suggested to improve the cognitive processes. In this study, we examined the effect of oral administration of dark chocolate (DC) containing 70% cocoa solids and 4% total polyphenol content for three months at a dose of 500 mg/Kg body weight per day to 17-month-old monosodium glutamate treated obese Sprague-Dawley rats, earlier characterized as a nontransgenic AD (NTAD) rat model after reversal of obesity, diabetes, and consequent cognitive impairments. The results demonstrated that DC reduced the hyperglycemia, inhibited the cholinesterase activity in the hippocampal tissue homogenates, and improved the cognitive performance in spatial memory related Barnes maze task. Histological studies revealed an increase in cell volume in the DC treated rats in the CA3 region of the hippocampus. These findings demonstrated the benefits of DC in enhancing cognitive function and cholinergic activity in the hippocampus of the aged NTAD rats while correcting their metabolic disturbances.

  20. The "Rod and Fran Test": relationship priming influences cognitive-perceptual performance.

    PubMed

    Baldwin, Mark W; Bagust, Jeff; Docherty, Sharon; Browman, Alexander S; Jackson, Joshua C

    2014-01-01

    We theorized that interpersonal relationships can provide structures for experience. In particular, we tested whether primes of same-sex versus mixed-sex relationships could foster cognitive-perceptual processing styles known to be associated with independence versus interdependence respectively. Seventy-two participants visualized either a same-sex or other-sex relationship partner and then performed two measures of cognitive-perceptual style. On a computerized Rod and Frame Test, individuals were more field-dependent after visualizing a mixed-sex versus same-sex relationship partner. On a measure involving perceptions of group behavior, participants demonstrated more holistic/contextually based perception after being primed with a female versus male relationship partner. These findings support the hypothesis that activated cognitive structures representing interpersonal relationships can shape individuals' cognitive-perceptual performance.

  1. Superior analgesic effect of an active distraction versus pleasant unfamiliar sounds and music: the influence of emotion and cognitive style.

    PubMed

    Villarreal, Eduardo A Garza; Brattico, Elvira; Vase, Lene; Østergaard, Leif; Vuust, Peter

    2012-01-01

    Listening to music has been found to reduce acute and chronic pain. The underlying mechanisms are poorly understood; however, emotion and cognitive mechanisms have been suggested to influence the analgesic effect of music. In this study we investigated the influence of familiarity, emotional and cognitive features, and cognitive style on music-induced analgesia. Forty-eight healthy participants were divided into three groups (empathizers, systemizers and balanced) and received acute pain induced by heat while listening to different sounds. Participants listened to unfamiliar Mozart music rated with high valence and low arousal, unfamiliar environmental sounds with similar valence and arousal as the music, an active distraction task (mental arithmetic) and a control, and rated the pain. Data showed that the active distraction led to significantly less pain than did the music or sounds. Both unfamiliar music and sounds reduced pain significantly when compared to the control condition; however, music was no more effective than sound to reduce pain. Furthermore, we found correlations between pain and emotion ratings. Finally, systemizers reported less pain during the mental arithmetic compared with the other two groups. These findings suggest that familiarity may be key in the influence of the cognitive and emotional mechanisms of music-induced analgesia, and that cognitive styles may influence pain perception.

  2. Attribution and Eating Disorders: An Investigation of the Attribution Styles of College Women.

    ERIC Educational Resources Information Center

    Forsyth, John P.; And Others

    Current research on eating disorders places considerable emphasis upon cognitive components of those disorders. The possibility of a specific eating disorder attributional style is suggested by attributional analyses of clinical depression. This study was conducted to examine attributional style and eating disorders among 55 college women who…

  3. Gender Differences and Styles in the Use of Digital Games

    ERIC Educational Resources Information Center

    Bonanno, Philip; Kommers, P. A. M.

    2005-01-01

    This paper reports work in progress investigating gender differences and styles in the use of digital games amongst advanced level biology students. It is an elaboration on previous work exploring the relationship between cognitive style and academic performance in Maltese students taking biology at advanced level. In this previous work the…

  4. Formal Operations and Learning Style Predict Success in Statistics and Computer Science Courses.

    ERIC Educational Resources Information Center

    Hudak, Mary A.; Anderson, David E.

    1990-01-01

    Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…

  5. Influence of Students' Learning Styles on the Effectiveness of Instructional Interventions

    ERIC Educational Resources Information Center

    Lehmann, Thomas; Ifenthaler, Dirk

    2012-01-01

    This research contributes to answer the question whether learning/cognitive styles of students serve as a justified starting point for creating target-group appropriate instruction. The study was realized in a self-regulated problem-based learning environment. Data of 56 participants on their individual learning styles, their acquired problem…

  6. Preferred Leadership Style of Agricultural Education Teachers: An Expression of Epistemological Beliefs about Youth Leadership Development

    ERIC Educational Resources Information Center

    Greiman, Bradley C.; Addington, Leah S.; Larson, Timothy G.; Olander, Keith R.

    2007-01-01

    Supported by Bandura's social cognitive theory, this study examined the preferred leadership style of agricultural education teachers, and determined if preferred leadership style and leadership factors differed on selected personal characteristics. The accessible sample consisted of agricultural education teachers (N = 234) who taught in…

  7. A Cluster Analysis of Personality Style in Adults with ADHD

    ERIC Educational Resources Information Center

    Robin, Arthur L.; Tzelepis, Angela; Bedway, Marquita

    2008-01-01

    Objective: The purpose of this study was to use hierarchical linear cluster analysis to examine the normative personality styles of adults with ADHD. Method: A total of 311 adults with ADHD completed the Millon Index of Personality Styles, which consists of 24 scales assessing motivating aims, cognitive modes, and interpersonal behaviors. Results:…

  8. Love Styles and Self-Silencing in Romantic Relationships

    ERIC Educational Resources Information Center

    Collins, Kerry A.; Cramer, Kenneth M.; Singleton-Jackson, Jill A.

    2005-01-01

    Six love styles have been theorized to be related to several personality constructs (e.g., self-esteem) (Lee, 1973). Despite the interpersonal nature of love, investigations have yet to evaluate related variables and their association to love styles in romantic relationships. As a stable cognitive schema, silencing the self is proposed to account…

  9. Taiwanese Elementary Students' Creativity, Creative Personality, and Learning Styles: An Exploratory Study

    ERIC Educational Resources Information Center

    Tsai, Kuan Chen

    2014-01-01

    In the field of education, creativity has been viewed as an important ability for children's development. The recognition of different learning styles is also important for both teachers and learners. Although a handful of studies have examined the relationship between creativity and personality, or between creativity and cognitive style, few have…

  10. Identifying Cognitive and Interpersonal Predictors of Adolescent Depression

    PubMed Central

    Auerbach, Randy P.; Ho, Moon Ho-Ringo; Kim, Judy C.

    2014-01-01

    Emerging research has begun to examine cognitive and interpersonal predictors of stress and subsequent depression in adolescents. This research is critical as cognitive and interpersonal vulnerability factors likely shape expectations, perspectives, and interpretations of a given situation prior to the onset of a stressor. In the current study, adolescents (n=157; boys=64, girls=93), ages 12 to 18, participated in a 6-month, multi-wave longitudinal study examining the impact of negative cognitive style, self-criticism, and dependency on stress and depression. Results of time-lagged, idiographic multilevel analyses indicate that depressogenic attributional styles (i.e., composite score and weakest link approach) and self-criticism predict dependent interpersonal, but not noninterpersonal stress. Moreover, the occurrence of stress mediates the relationship between cognitive vulnerability and depressive symptoms over time. At the same time, self-criticism predicts above and beyond depressogenic attributional styles (i.e., composite and weakest link approach). In contrast to our hypotheses, dependency does not contribute to the occurrence of stress, and additionally, no gender differences emerge. Taken together, the findings suggest that self-criticism may be a particularly damaging vulnerability factor in adolescence, and moreover, it may warrant greater attention in the context of psychotherapeutic interventions. PMID:24398789

  11. Violent Content in Television: Effect of Cognitive Style and Age in Mediating Children's Aggressive Responses.

    ERIC Educational Resources Information Center

    Thomas, Sally A.

    A study was conducted to investigate the impact certain cognitive styles or structures have in mediating the influence of aggressive television on young boys. Ss were 143 white middle class boys: 36 were 5 1/2-year-old kindergarteners; 30 were 6 1/2-year-old first graders; 36 were 7 1/2-year-old second graders; and 41 were 8 1/2-year-old third…

  12. Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result for Senior High School Student at Class XI of Senior High School

    ERIC Educational Resources Information Center

    Prayekti

    2016-01-01

    The research was aimed to know Effects of Experiment Learning Strategy versus Expository and Cognitive Style for Physical Learning Result of Senior High School Student at Class XI of Senior High School. Data was collected by test and observation. It is processed by ANCOVA and different test (t-test). (1) The result showed that all learning system…

  13. Effectiveness of Game-Based Learning: Influence of Cognitive Style

    NASA Astrophysics Data System (ADS)

    Milovanović, Miloš; Minović, Miroslav; Kovačević, Ivana; Minović, Jelena; Starčević, Dušan

    Today students have grown up using devices like computers, mobile phones, and video consoles for almost any activity; from studies and work to entertainment or communication. Motivating them with traditional teaching methods such as lectures and written materials becomes more difficult daily. That is why digital games are becoming more and more considered to have a promising role in education process. We decided to conduct a study among university students. Purpose of that study was to try to find some empirical evidence to support the claim that educational games can be used as an effective form of teaching. We also invested an effort to measure effects of different teaching approaches with the respect of individual differences in cognitive styles. Initial results provide a good argument for use of educational games in teaching. In addition, we reported some influence of cognitive style on effectiveness of using educational games.

  14. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial

    PubMed Central

    Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu

    2018-01-01

    Background Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. Objective The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. Methods This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. Results All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Conclusions Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Trial Registration Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV) PMID:29439943

  15. Age related changes in cognitive response style in the driving task : part II.

    DOT National Transportation Integrated Search

    2013-05-01

    This project further explored the patterns in drivers physiological arousal to periods of heightened : cognitive workload. Various physiological measures have been well established to increase with : escalating cognitive workload (Backs & Seljos, ...

  16. An Experimental Study on the Effectiveness of Disclosing Stressful Life Events and Support Messages: When Cognitive Reappraisal Support Decreases Emotional Distress, and Emotional Support Is Like Saying Nothing at All

    PubMed Central

    Batenburg, Anika; Das, Enny

    2014-01-01

    How can we best support others in difficult times? Studies testing the effects of supportive communication revealed mixed findings. The current study focuses on the effects of supportive communication following different disclosure styles, and includes outcome measures to assess emotional well-being. Hypotheses were tested in a 2 (disclosure style: cognitive reappraisal disclosure vs. emotional disclosure) ×3 (support message: cognitive reappraisal response vs. socio-affective response vs. no response) between subjects factorial design. Receiving a cognitive reappraisal response, rather than a socio-affective response or no response, decreased emotional distress in the emotional disclosure group. Support messages showed no effects in the cognitive reappraisal disclosure group. Although socio-affective responses were positively evaluated, cognitive reappraisal responses may be more effective during emotional upheaval because they provide a positive way out of negative emotions. PMID:25531509

  17. The impact of negative emotions on self-concept abstraction depends on accessible information processing styles.

    PubMed

    Isbell, Linda M; Rovenpor, Daniel R; Lair, Elicia C

    2016-10-01

    Research suggests that anger promotes global, abstract processing whereas sadness and fear promote local, concrete processing (see Schwarz & Clore, 2007 for a review). Contrary to a large and influential body of work suggesting that specific affective experiences are tethered to specific cognitive outcomes, the affect-as-cognitive-feedback account maintains that affective experiences confer positive or negative value on currently dominant processing styles, and thus can lead to either global or local processing (Huntsinger, Isbell, & Clore, 2014). The current work extends this theoretical perspective by investigating the impact of discrete negative emotions on the self-concept. By experimentally manipulating information processing styles and discrete negative emotions that vary in appraisals of certainty, we demonstrate that the impact of discrete negative emotions on the spontaneous self-concept depends on accessible processing styles. When global processing was accessible, individuals in angry (negative, high certainty) states generated more abstract statements about themselves than individuals in either sad (Experiment 1) or fearful (Experiment 2; negative, low certainty) states. When local processing was made accessible, however, the opposite pattern emerged, whereby individuals in angry states generated fewer abstract statements than individuals in sad or fearful states. Together these studies provide new insights into the mechanisms through which discrete emotions influence cognition. In contrast to theories assuming a dedicated link between emotions and processing styles, these results suggest that discrete emotions provide feedback about accessible ways of thinking, and are consistent with recent evidence suggesting that the impact of affect on cognition is highly context-dependent. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  18. Criminal thinking styles and emotional intelligence in Egyptian offenders.

    PubMed

    Megreya, Ahmed M

    2013-02-01

    The Psychological Inventory of Criminal Thinking Styles (PICTS) has been applied extensively to the study of criminal behaviour and cognition. Increasingly growing evidence indicates that criminal thinking styles vary considerably among individuals, and these individual variations appear to be crucial for a full understanding of criminal behaviour. This study aimed to examine individual differences in criminal thinking as a function of emotional intelligence. A group of 56 Egyptian male prisoners completed the PICTS and Bar-On Emotional Quotient Inventory (EQ-i). The correlations between these assessments were examined using a series of Pearson correlations coefficients, with Bonferroni correction. General criminal thinking, reactive criminal thinking and five criminal thinking styles (mollification, cutoff, power orientation, cognitive indolence and discontinuity) negatively correlated with emotional intelligence. On the other hand, proactive criminal thinking and three criminal thinking styles (entitlement, superoptimism and sentimentality) did not associate with emotional intelligence. Emotional intelligence is an important correlate of individual differences in criminal thinking, especially its reactive aspects. Practical implications of this suggestion were discussed. Copyright © 2013 John Wiley & Sons, Ltd.

  19. An Individual-Oriented Model on the Emergence of Support in Fights, Its Reciprocation and Exchange

    PubMed Central

    Hemelrijk, Charlotte K.; Puga-Gonzalez, Ivan

    2012-01-01

    Complex social behaviour of primates has usually been attributed to the operation of complex cognition. Recently, models have shown that constraints imposed by the socio-spatial structuring of individuals in a group may result in an unexpectedly high number of patterns of complex social behaviour, resembling the dominance styles of egalitarian and despotic species of macaques and the differences between them. This includes affiliative patterns, such as reciprocation of grooming, grooming up the hierarchy, and reconciliation. In the present study, we show that the distribution of support in fights, which is the social behaviour that is potentially most sophisticated in terms of cognitive processes, may emerge in the same way. The model represents the spatial grouping of individuals and their social behaviour, such as their avoidance of risks during attacks, the self-reinforcing effects of winning and losing their fights, their tendency to join in fights of others that are close by (social facilitation), their tendency to groom when they are anxious, the reduction of their anxiety by grooming, and the increase of anxiety when involved in aggression. Further, we represent the difference in intensity of aggression apparent in egalitarian and despotic macaques. The model reproduces many aspects of support in fights, such as its different types, namely, conservative, bridging and revolutionary, patterns of choice of coalition partners attributed to triadic awareness, those of reciprocation of support and ‘spiteful acts’ and of exchange between support and grooming. This work is important because it suggests that behaviour that seems to result from sophisticated cognition may be a side-effect of spatial structure and dominance interactions and it shows that partial correlations fail to completely omit these effects of spatial structure. Further, the model is falsifiable, since it results in many patterns that can easily be tested in real primates by means of existing data. PMID:22666348

  20. A longitudinal analysis of cognitive dysfunction, coping, and depression in multiple sclerosis.

    PubMed

    Rabinowitz, Amanda R; Arnett, Peter A

    2009-09-01

    Using a longitudinal design, the authors examined coping and cognitive functioning in the development of depression in individuals with multiple sclerosis (MS). Coping style was evaluated in 2 conceptually distinct roles: as moderator and mediator of the impact of cognitive dysfunction on depression. Using indices derived from the COPE (C. S. Carver, M. F. Scheier, & J. K. Weintraub, 1989), the authors operationalized coping in 3 ways-as active, avoidant, and an index accounting for relative levels of both. Coping both moderated and partially mediated the relationship between cognitive dysfunction and depression. Moderation results suggest that the relationship between cognitive dysfunction and depression is dependent on coping style-adaptive coping protects individuals from experiencing depression related to their cognitive deficits; however, when individuals use maladaptive coping, cognitive dysfunction puts them at risk for depression. Mediational results suggest that cognitive dysfunction leads to depression partially due to cognitive dysfunction's effects on coping. That is, cognitive deficits may impair individuals' ability to use adaptive coping strategies, leaving them more likely to use maladaptive strategies. Clinical and theoretical implications of these findings are discussed.

  1. Personal Contextual Characteristics and Cognitions: Predicting Child Abuse Potential and Disciplinary Style

    ERIC Educational Resources Information Center

    Rodriguez, Christina M.

    2010-01-01

    According to Social Information Processing theory, parents' cognitive processes influence their decisions to engage in physical maltreatment, although cognitions occur in the context of other aspects of the parents' life. The present study investigated whether cognitive processes (external locus of control, inappropriate developmental…

  2. Evaluation of Physicians' Cognitive Styles.

    PubMed

    Djulbegovic, Benjamin; Beckstead, Jason W; Elqayam, Shira; Reljic, Tea; Hozo, Iztok; Kumar, Ambuj; Cannon-Bowers, Janis; Taylor, Stephanie; Tsalatsanis, Athanasios; Turner, Brandon; Paidas, Charles

    2014-07-01

    Patient outcomes critically depend on accuracy of physicians' judgment, yet little is known about individual differences in cognitive styles that underlie physicians' judgments. The objective of this study was to assess physicians' individual differences in cognitive styles relative to age, experience, and degree and type of training. Physicians at different levels of training and career completed a web-based survey of 6 scales measuring individual differences in cognitive styles (maximizing v. satisficing, analytical v. intuitive reasoning, need for cognition, intolerance toward ambiguity, objectivism, and cognitive reflection). We measured psychometric properties (Cronbach's α) of scales; relationship of age, experience, degree, and type of training; responses to scales; and accuracy on conditional inference task. The study included 165 trainees and 56 attending physicians (median age 31 years; range 25-69 years). All 6 constructs showed acceptable psychometric properties. Surprisingly, we found significant negative correlation between age and satisficing (r = -0.239; P = 0.017). Maximizing (willingness to engage in alternative search strategy) also decreased with age (r = -0.220; P = 0.047). Number of incorrect inferences negatively correlated with satisficing (r = -0.246; P = 0.014). Disposition to suppress intuitive responses was associated with correct responses on 3 of 4 inferential tasks. Trainees showed a tendency to engage in analytical thinking (r = 0.265; P = 0.025), while attendings displayed inclination toward intuitive-experiential thinking (r = 0.427; P = 0.046). However, trainees performed worse on conditional inference task. Physicians capable of suppressing an immediate intuitive response to questions and those scoring higher on rational thinking made fewer inferential mistakes. We found a negative correlation between age and maximizing: Physicians who were more advanced in their careers were less willing to spend time and effort in an exhaustive search for solutions. However, they appeared to have maintained their "mindware" for effective problem solving. © The Author(s) 2014.

  3. Advanced theory of mind in adolescence: Do age, gender and friendship style play a role?

    PubMed

    Białecka-Pikul, Marta; Kołodziejczyk, Anna; Bosacki, Sandra

    2017-04-01

    The ability to recursively infer the mental states of others to explain their complex behavior in ambiguous social situation may be called Advanced Theory of Mind (aToM). The relations between two components of aToM, cognitive and affective, measured on a behavioral level in 151 Polish 13-year-olds and 174 16-year-olds was examined. The role of age, gender and friendship style and its relations to the cognitive and affective aToM was explored. Cognitive aToM was only weakly to moderately related to affective aToM. Across both age groups females scored higher than males. Males' aToM abilities did not differ according to age, but they scored higher in the cognitive aToM than affective ToM. Also, different aspects of friendship style were significant predictors of both aToM abilities. The implications for two aToM components within a gendered social context were discussed. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. All rights reserved.

  4. The role of children's appraisals on adjustment following psychological maltreatment: a pilot study.

    PubMed

    Leeson, Fiona J; Nixon, Reginald D V

    2011-07-01

    Little is known about the cognitive mechanisms involved in the development of psychopathology following psychological maltreatment in children. This study therefore examined the role of thinking styles on children's outcomes following this subtype of maltreatment. Children who had experienced past maltreatment (n = 24) and a control group (n = 26) were assessed using self-report questionnaires. Maltreatment history, cognitive styles and psychological outcomes, such as depression, posttraumatic stress disorder (PTSD) and self-esteem were assessed. Parents/caregivers also completed a measure of child internalizing and externalizing behaviours. Psychological maltreatment made a significant contribution to children's self-reported depression and low self-esteem, and parent reported internalizing and externalizing problems, even after controlling for other abusive experiences. This was not the case for PTSD symptoms. Further, children's cognitive styles were associated with self-reported depression, self-esteem and PTSD. They did not, however, predict parent-rated emotional and behavioural problems. This study provides preliminary support for a cognitive model of adjustment following psychological maltreatment. The results indicate the need for enhanced community awareness about the impact of psychological maltreatment, and suggest a direction for therapeutic intervention.

  5. Thirty-Year Retrospective on the Learning Styles of African American Children

    ERIC Educational Resources Information Center

    Hale, Janice E.

    2016-01-01

    This article is a review of the literature related to the cognitive, learning, behavioral, and cultural styles of African American children. This is an assessment of the progress that has been made since 1982 when my first book was published. Several flaws in the creation of the science that undergirds learning styles research related to African…

  6. College Students Attitudes toward Learning Process and Outcome of Online Instruction and Distance Learning across Learning Styles

    ERIC Educational Resources Information Center

    Nguyen, Dat-Dao; Zhang, Yue

    2011-01-01

    This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…

  7. Researching Style: Epistemology, Paradigm Shifts and Research Interest Groups

    ERIC Educational Resources Information Center

    Rayner, Stephen

    2011-01-01

    This paper identifies the need for a deliberate approach to theory building in the context of researching cognitive and learning style differences in human performance. A case for paradigm shift and a focus upon research epistemology is presented, building upon a recent critique of style research. A proposal for creating paradigm shift is made,…

  8. Parenting Styles and Practices of Latino Parents and Latino Fifth Graders' Academic, Cognitive, Social, and Behavioral Outcomes

    ERIC Educational Resources Information Center

    Jabagchourian, John J.; Sorkhabi, Nadia; Quach, Wendy; Strage, Amy

    2014-01-01

    A vast literature documents a host of advantages conferred upon middle class European American children whose parents employ an authoritative style of parenting, including enhanced academic achievement and positive behavioral outcomes. The literature is much less clear about the relationship between parental authority style and child outcomes in…

  9. The Relationship between Iranian EFL Instructors' Understanding of Learning Styles and Their Students' Success in Reading Comprehension

    ERIC Educational Resources Information Center

    Khademi, Marzieh; Motallebzadeh, Khalil; Ashraf, Hamid

    2013-01-01

    Many variables reasonably influence teachers' education. One of these considering variables is being aware of the students' learning styles. Dörnyei (2005) maintains that individual differences correlate strongly with L2 achievements. Keefe (1979) believes that learning styles might be thought of as cognitive, affective, and physiological traits…

  10. Styles of Scientific Reasoning: A Cultural Rationale for Science Education?

    ERIC Educational Resources Information Center

    Kind, Per; Osborne, Jonathan

    2017-01-01

    In this paper, we contend that what to teach about scientific reasoning has been bedeviled by a lack of clarity about the construct. Drawing on the insights emerging from a cognitive history of science, we argue for a conception of scientific reasoning based on six "styles of scientific reasoning." Each "style" requires its own…

  11. Targeting Academic Programs to Student Diversity Utilizing Learning Styles and Learning-Study Strategies.

    ERIC Educational Resources Information Center

    Grimes, Sue K.

    1995-01-01

    A diagnostic, prescriptive model was utilized (n=394) in identification of learning styles and learning-study strategies of diverse student groups and in the analysis of prescriptive methods to address their specific needs. High-risk groups demonstrated auditory, tactile concrete, and group learning style preferences and were weaker on cognitive,…

  12. What goes up must . . . Keep going up? Cultural differences in cognitive styles influence evaluations of dynamic performance.

    PubMed

    Ferris, D Lance; Reb, Jochen; Lian, Huiwen; Sim, Samantha; Ang, Dionysius

    2018-03-01

    Past research on dynamic workplace performance evaluation has taken as axiomatic that temporal performance trends produce naïve extrapolation effects on performance ratings. That is, we naïvely assume that an individual whose performance has trended upward over time will continue to improve, and rate that individual more positively than an individual whose performance has trended downward over time-even if, on average, the 2 individuals have performed at an equivalent level. However, we argue that such naïve extrapolation effects are more pronounced in Western countries than Eastern countries, owing to Eastern countries having a more holistic cognitive style. To test our hypotheses, we examined the effect of performance trend on expectations of future performance and ratings of past performance across 2 studies: Study 1 compares the magnitude of naïve extrapolation effects among Singaporeans primed with either a more or less holistic cognitive style, and Study 2 examines holistic cognitive style as a mediating mechanism accounting for differences in the magnitude of naïve extrapolation effects between American and Chinese raters. Across both studies, we found support for our predictions that dynamic performance trends have less impact on the ratings of more holistic thinkers. Implications for the dynamic performance and naïve extrapolation literatures are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  13. The Thinking Process Of Field Independent Cognitive Style Of Junior High School Student In Defining Quadrilateral Concept

    NASA Astrophysics Data System (ADS)

    Rahaju, E. B.

    2018-01-01

    Defining a quadrilateral concept is one part of mathematics learning in junior high school. Defining a concept can be influenced by the concept’s image. While the image of the concept is influenced by the experience associated with the concept, the characteristics of the concept, the mental picture of the concept, and the reconstruction of the definition made by the person against a concept. The thinking process of a person in defining a concept is influenced by cognitive style. This study aimed to describe the thinking process of a student in defining the quadrilateral concept based on her cognitive style. The subject of this research was a student on grade VII with Field Independent cognitive style (FI). This research concludes that the subject of FI in defining quadrilateral concepts, begins by forming a sense through listing the characteristics of quadrilateral. In determining the characteristics of a quadrilateral, subjects tend to organize all quadrilateral models that have been grouped. This suggests that the subject of FI is easier to capture the similarities found in the models that have been grouped. Based on the characteristics, the subject can conclude to make a simple definition of a quadrilateral by eliminating one by one characteristic are not essential. Subjects can make definitions that meet necessary and sufficient conditions on square, rectangular, parallelogram and trapezoid.

  14. A Measure of Cognition within the Context of Assertion.

    ERIC Educational Resources Information Center

    Golden, Morrie

    1981-01-01

    Described the development and evaluation of a measure of cognitive belief systems and thinking styles. Reliability and validity results were poor for junior college students. For university and nonstudent populations, cognition scores discriminated social anxiety. The Cognition Scale of Assertiveness is a reliable and valid measure of cognitive…

  15. Open-Minded Cognition.

    PubMed

    Price, Erika; Ottati, Victor; Wilson, Chase; Kim, Soyeon

    2015-11-01

    The present research conceptualizes open-minded cognition as a cognitive style that influences how individuals select and process information. An open-minded cognitive style is marked by willingness to consider a variety of intellectual perspectives, values, opinions, or beliefs-even those that contradict the individual's opinion. An individual's level of cognitive openness is expected to vary across domains (such as politics and religion). Four studies develop and validate a novel measure of open-minded cognition, as well as two domain-specific measures of religious and political open-minded cognition. Exploratory and confirmatory factor analysis (controlling for acquiescence bias) are used to develop the scales in Studies 1 to 3. Study 4 demonstrates that these scales possess convergent and discriminant validity. Study 5 demonstrates the scale's unique predictive validity using the outcome of Empathic Concern (Davis, 1980). Study 6 demonstrates the scale's unique predictive validity using the outcomes of warmth toward racial, religious, and sexual minorities. © 2015 by the Society for Personality and Social Psychology, Inc.

  16. Supporting Multiple Cognitive Processing Styles Using Tailored Support Systems

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Tuan Q. Tran; Karen M. Feigh; Amy R. Pritchett

    According to theories of cognitive processing style or cognitive control mode, human performance is more effective when an individual’s cognitive state (e.g., intuition/scramble vs. deliberate/strategic) matches his/her ecological constraints or context (e.g., utilize intuition to strive for a "good-enough" response instead of deliberating for the "best" response under high time pressure). Ill-mapping between cognitive state and ecological constraints are believed to lead to degraded task performance. Consequently, incorporating support systems which are designed to specifically address multiple cognitive and functional states e.g., high workload, stress, boredom, and initiate appropriate mitigation strategies (e.g., reduce information load) is essential to reduce plantmore » risk. Utilizing the concept of Cognitive Control Models, this paper will discuss the importance of tailoring support systems to match an operator's cognitive state, and will further discuss the importance of these ecological constraints in selecting and implementing mitigation strategies for safe and effective system performance. An example from the nuclear power plant industry illustrating how a support system might be tailored to support different cognitive states is included.« less

  17. Physics Learning Styles in Higher Education

    NASA Astrophysics Data System (ADS)

    Loos, Rebecca; Ward, James

    2012-03-01

    Students in Physics learn in a variety ways depending on backgrounds and interests. This study proposes to evaluate how students in Physics learn using Howard Gardner's Theory of Multiple Intelligences. Physics utilizes numbers, conceptualization of models, observations and visualization skills, and the ability to understand and reflect on specific information. The main objective is to evaluate how Physics students learn specifically using spatial, visual and sequential approaches. This will be assessed by conducting a learning style survey provided by North Carolina State University (NCSU). The survey is completed online by the student after which the results are sent to NCSU. Students will print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner's Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing and visual learning styles will be defined as the Gardener's spatial, visual learning styles. NCSU's sequential learning style will be looked at separately. With the survey results, it can be determined if Physics students fall within the hypothesized learning styles.

  18. Window Presentation Styles and User's Spatial Ability.

    ERIC Educational Resources Information Center

    Bastecki, Victoria L.; Berry, Louis H.

    The purpose of this study was to examine the effects of spatial ability level and window presentation style of tiled and overlapped computer displays on the achievement of dental hygiene students. Participants were 43 first-term Dental Hygiene students enrolled full-time at a University School of Dental Medicine. Phase one of this project…

  19. Learning Styles in Continuing Medical Education.

    ERIC Educational Resources Information Center

    Bennet, Nancy L.; Fox, Robert D.

    1984-01-01

    Synthesizes literature on cognitive style and considers issues about its role in continuing medical education research, including whether it should be used as a dependent or independent variable and how it may be used in causal models. (SK)

  20. What is the source of cultural differences? -- Examining the influence of thinking style on the attribution process.

    PubMed

    Jen, Chun-Hui; Lien, Yunn-Wen

    2010-02-01

    The present research is intended to find out whether individuals with analytic or holistic thought have different attribution processes. Cross-cultural research has suggested that East Asians, who tend to have a holistic thought pattern, differ in cognitive process from Westerners, who tend to engage in analytic thought. However, studies that found cultural difference in attribution process may have non-equivalence problems that make it hard to interpret the causal relationship between thinking style and attribution process. The present research extends this by measuring participants' thinking style within a single culture in order to ensure equivalence on potentially confounding variables such as prior knowledge and cognitive capacity. Two experiments demonstrate that both types of thinkers have identical attribution processes and suggest different thinking styles might relate to different tendencies toward situational information, but not to the attribution process itself. Copyright 2009 Elsevier B.V. All rights reserved.

  1. The relationship between leadership styles and empathy among student nurses.

    PubMed

    Gunther, Mary; Evans, Ginger; Mefford, Linda; Coe, Thomas R

    2007-01-01

    Much of the nursing literature on leadership describes the qualities of existing nursing leaders, while emphasizing the need for leadership development in student nurses for both managerial and clinical practice. However, there is a lack of research literature on the characteristics of current students. Conducted by the University of Tennessee College of Nursing Empathy Research Group, this pilot study explores the relationship between leadership styles and empathy (cognitive and affective) levels. This correlational descriptive study involved self-report using 3 instruments. Hogan Empathy Scale (HES) and Emotional Empathy Tendency Scale (EETS) measured cognitive and affective empathy levels. The Multifactoral Leadership Questionnaire (MLQ-5x) was used to determine leadership style. Data analysis yielded evidence of a weak positive correlation between the predominant transformational leadership style and empathy levels in both junior and senior students. This correlation has implications for both nurse educators and future employers.

  2. Superior Analgesic Effect of an Active Distraction versus Pleasant Unfamiliar Sounds and Music: The Influence of Emotion and Cognitive Style

    PubMed Central

    Garza Villarreal, Eduardo A.; Brattico, Elvira; Vase, Lene; Østergaard, Leif; Vuust, Peter

    2012-01-01

    Listening to music has been found to reduce acute and chronic pain. The underlying mechanisms are poorly understood; however, emotion and cognitive mechanisms have been suggested to influence the analgesic effect of music. In this study we investigated the influence of familiarity, emotional and cognitive features, and cognitive style on music-induced analgesia. Forty-eight healthy participants were divided into three groups (empathizers, systemizers and balanced) and received acute pain induced by heat while listening to different sounds. Participants listened to unfamiliar Mozart music rated with high valence and low arousal, unfamiliar environmental sounds with similar valence and arousal as the music, an active distraction task (mental arithmetic) and a control, and rated the pain. Data showed that the active distraction led to significantly less pain than did the music or sounds. Both unfamiliar music and sounds reduced pain significantly when compared to the control condition; however, music was no more effective than sound to reduce pain. Furthermore, we found correlations between pain and emotion ratings. Finally, systemizers reported less pain during the mental arithmetic compared with the other two groups. These findings suggest that familiarity may be key in the influence of the cognitive and emotional mechanisms of music-induced analgesia, and that cognitive styles may influence pain perception. PMID:22242169

  3. A critical look at spatial scale choices in satellite-based aerosol indirect effect studies

    NASA Astrophysics Data System (ADS)

    Grandey, B. S.; Stier, P.

    2010-12-01

    Analysing satellite datasets over large regions may introduce spurious relationships between aerosol and cloud properties due to spatial variations in aerosol type, cloud regime and synoptic regime climatologies. Using MODerate resolution Imaging Spectroradiometer data, we calculate relationships between aerosol optical depth τa derived liquid cloud droplet effective number concentration Ne and liquid cloud droplet effective radius re at different spatial scales. Generally, positive values of dlnNedlnτa are found for ocean regions, whilst negative values occur for many land regions. The spatial distribution of dlnredlnτa shows approximately the opposite pattern, with generally postive values for land regions and negative values for ocean regions. We find that for region sizes larger than 4° × 4°, spurious spatial variations in retrieved cloud and aerosol properties can introduce widespread significant errors to calculations of dlnNedlnτa and dlnredlnτa. For regions on the scale of 60° × 60°, these methodological errors may lead to an overestimate in global cloud albedo effect radiative forcing of order 80% relative to that calculated for regions on the scale of 1° × 1°.

  4. Knowledge Style Profiling: An Exploration of Cognitive, Temperament, Demographic and Organizational Characteristics among Decision Makers Using Advanced Analytical Technologies

    ERIC Educational Resources Information Center

    Polito, Vincent A., Jr.

    2010-01-01

    The objective of this research was to explore the possibilities of identifying knowledge style factors that could be used as central elements of a professional business analyst's (PBA) performance attributes at work for those decision makers that use advanced analytical technologies on decision making tasks. Indicators of knowledge style were…

  5. Parenting Styles of Chinese Families and Children's Social-Emotional and Cognitive Developmental Outcomes

    ERIC Educational Resources Information Center

    Li, Xiaowei; Xie, Jing

    2017-01-01

    Using data from a sample of Chinese children (n = 297) aged 3-6 years in Beijing, we examined the characteristics of Chinese parenting styles and the relationship with children's developmental outcomes. A 6-month follow-up study of 110 of the 297 participants further explored the long-term effect of parenting styles on children's development.…

  6. Mapping the Learning Styles "Jungle": An Overview of the Literature Based on Citation Analysis

    ERIC Educational Resources Information Center

    Desmedt, Ella; Valcke, Martin

    2004-01-01

    Educationists and researchers who consider the use of the learning style concept to address individual differences in learning are often daunted by the multitude of definitions, models, and instruments. It is difficult to make an informed choice. The confusion with cognitive style, a term often used as a synonym, makes it even more complicated.…

  7. [Social cognition disorders in Klinefelter syndrome: A specific phenotype? (KS)].

    PubMed

    Babinet, M-N; Rigard, C; Peyroux, É; Dragomir, A-R; Plotton, I; Lejeune, H; Demily, C

    2017-10-01

    The Klinefelter syndrome (KS) is a genetic condition characterized by an X supernumerary sex chromosome in males. The syndrome is frequently associated with cognitive impairment. Indeed, the different areas of the executive sphere can be affected such as inhibition, cognitive flexibility but also attentional and visual-spatial domain. Social cognition disorders, predominantly on emotional recognition processes, have also been documented. In addition, the syndrome may be associated with psychiatric symptoms. Our study aims to characterize of the various components of social cognition in the SK: facial emotional recognition, theory of mind and attributional style. For this two groups (SK group versus control group) of participants (n=16) matched for age and sociocultural level were recruited. Participants with intellectual disabilities, psychiatric or neurological disorders were excluded. Three social cognition tests were available: the TREF, the MASC, the AIHQ. Neurocognitive functions were assessed by the fNart, the subtest "logical memory" of the MEM-III, the subtests of the two VOSP battery, the d2, the TMT and the Stroop test. The SK group had specific social cognition disorders in comparison to the control group. Two emotions in particular were less well recognized: fear and contempt. In addition, the SK group had significantly lower results in theory of mind. Regarding the hostile attribution bias, no significant difference was found. Finally, the results showed correlations between specific attentional disorders and facial emotional recognition. Our study emphasizes social cognition disorders in SK. These disorders could be considered as a phenotypic trait in the syndrome. The interest of better characterizing the cognitive phenotype of genetic disorders that can affect the neurodevelopment is to offer specific cognitive remediation strategies. Copyright © 2016. Published by Elsevier Masson SAS.

  8. Task Analysis Schema Based on Cognitive Style and Supplantational Instructional Design with Application to an Air Force Training Course.

    DTIC Science & Technology

    1980-02-01

    ADOAA82 342 OKLAHOMA UNIV NORMAN COLL OF EDUCATION F/B 5/9 TASK ANALYSIS SCHEMA BASED ON COGNITIVE STYLE AND SUPPLANFATION--ETC(U) FEB GO F B AUSBURN...separately- perceived fragments) 6. Tasks requiring use of a. Visual/haptic (pre- kinesthetic or tactile ference for kinesthetic stimuli stimuli; ability...to transform kinesthetic stimuli into visual images; ability to learn directly from tactile or kinesthet - ic impressions) b. Field independence/de

  9. Cognitive Vulnerability in Patients with Generalized Anxiety Disorder, Dysthymic Disorder and Normal Individuals.

    PubMed

    Al-Ghorabaie, Fateme Moin; Noferesti, Azam; Fadaee, Mahdi; Ganji, Nima

    2016-08-01

    The purpose of this study was to assess cognitive vulnerability and response style in clinical and normal individuals. A sample of 90 individuals was selected for each of the 3 groups of Generalized Anxiety disorder, Dysthymic disorder and normal individuals. They completed MCQ and RSQ. Results analyzed by MANOVA and post hoc showed significant differences among groups. Dysthymic group and GAD reported higher scores on cognitive confidence compared to the normal group. Individuals with GAD showed highly negative beliefs about need to control thought, compared to the other groups, but in cognitive self-consciousness they have no differences with the normal group. In regard to uncontrollability, danger and positive beliefs, GAD group had higher levels than the other groups. Although normal and GAD group didn't show any significant differences in response style, there was a significant difference between Dysthymic group and other groups in all response styles.  Beliefs and meta-cognitive strategies can be distinguished between clinical and non clinical individuals. Also, findings support the Self-Regulatory Executive Function model. ary committee was effective in recognizing, designing and implementing tailored interventions for reduction of medication errors. A systematic approach is urgently needed to decrease organizational susceptibility to errors, through providing required resources to monitor, analyze and implement effective interventions.

  10. Cognitive Styles and Virtual Environments.

    ERIC Educational Resources Information Center

    Ford, Nigel

    2000-01-01

    Discussion of navigation through virtual information environments focuses on the need for robust user models that take into account individual differences. Considers Pask's information processing styles and strategies; deep (transformational) and surface (reproductive) learning; field dependence/independence; divergent/convergent thinking;…

  11. Personal contextual characteristics and cognitions: predicting child abuse potential and disciplinary style.

    PubMed

    Rodriguez, Christina M

    2010-02-01

    According to Social Information Processing theory, parents' cognitive processes influence their decisions to engage in physical maltreatment, although cognitions occur in the context of other aspects of the parents' life. The present study investigated whether cognitive processes (external locus of control, inappropriate developmental expectations) predicted child abuse potential and overreactive disciplinary style beyond personal contextual factors characteristic of the parent (hostility, stress, and coping). 363 parents were recruited online. Results highlight the relative importance of the contextual characteristics (particularly stress, avoidant coping, and irritability) relative to cognitive processes in predicting abuse potential and overreactive discipline strategies, although an external locus of control also significantly contributed. Findings do not support that parents' developmental expectations uniquely predict elevated abuse risk. Results indicate stressed parents who utilize avoidance coping strategies are more likely to use overreactive discipline and report increased abuse potential. Findings are discussed with regard to implications for prevention/intervention efforts.

  12. Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.

    PubMed

    Lee, Li-Ang; Chao, Yi-Ping; Huang, Chung-Guei; Fang, Ji-Tseng; Wang, Shu-Ling; Chuang, Cheng-Keng; Kang, Chung-Jan; Hsin, Li-Jen; Lin, Wan-Ni; Fang, Tuan-Jen; Li, Hsueh-Yu

    2018-02-13

    Electronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown. The aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders. This randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction. All of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= -21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman's two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001). Mobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles. Clinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV). ©Li-Ang Lee, Yi-Ping Chao, Chung-Guei Huang, Ji-Tseng Fang, Shu-Ling Wang, Cheng-Keng Chuang, Chung-Jan Kang, Li-Jen Hsin, Wan-Ni Lin, Tuan-Jen Fang, Hsueh-Yu Li. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 13.02.2018.

  13. Cognitive Interviews of Vietnamese Americans on Healthy Eating and Physical Activity Health Educational Materials.

    PubMed

    Nguyen, Bang H; Nguyen, Chi P; McPhee, Stephen J; Stewart, Susan L; Bui-Tong, Ngoc; Nguyen, Tung T

    2015-01-01

    The purpose of this study was to better understand if a health educational presentation using culturally adapted materials was understandable and culturally appropriate, and that the content was retained, in an older Vietnamese American population. This study used cognitive interviewing. A convenient sampling was used to recruit eight participants by staff of a community-based organization from its client base. This is the first study to document that family eating style poses a challenge for estimating food intake among Vietnamese Americans. Participants who ate in a family eating style were not able to recall or estimate the number of servings of protein and vegetables. Some older Vietnamese Americans used food for healing and self-adjusted portion sizes from dietary recommendations. Cognitive interviewing is a useful method to improve comprehension, retention, and cultural appropriateness of health educational materials. Further nutrition research concerning intake measurement in ethnic groups that practice a family eating style is warranted.

  14. Reducing youth internalizing symptoms: Effects of a family-based preventive intervention on parental guilt induction and youth cognitive style

    PubMed Central

    McKEE, LAURA G.; PARENT, JUSTIN; FOREHAND, REX; RAKOW, AARON; WATSON, KELLY H.; DUNBAR, JENNIFER P.; REISING, MICHELLE M.; HARDCASTLE, EMILY; COMPAS, BRUCE E.

    2014-01-01

    This study utilized structural equation modeling to examine the associations among parental guilt induction (a form of psychological control), youth cognitive style, and youth internalizing symptoms, with parents and youth participating in a randomized controlled trial of a family-based group cognitive–behavioral preventive intervention targeting families with a history of caregiver depression. The authors present separate models utilizing parent report and youth report of internalizing symptoms. Findings suggest that families in the active condition (family-based group cognitive–behavioral group) relative to the comparison condition showed a significant decline in parent use of guilt induction at the conclusion of the intervention (6 months postbaseline). Furthermore, reductions in parental guilt induction at 6 months were associated with significantly lower levels of youth negative cognitive style at 12 months. Finally, reductions in parental use of guilt induction were associated with lower youth internalizing symptoms 1 year following the conclusion of the intervention (18 months postbaseline). PMID:24438999

  15. Structure and Style in Career Decision Making.

    ERIC Educational Resources Information Center

    Kortas, Linda; And Others

    1992-01-01

    The Career Decision Scale, Assessment of Career Decision Making, and Cognitive Differentiation Grid were administered to 598 community college students. Results indicated a relationship between decision-making styles and vocational construct structure. Poorly developed vocational schemas predispose individuals toward dependent and intuitive…

  16. Culture-related differences in default network activity during visuo-spatial judgments.

    PubMed

    Goh, Joshua O S; Hebrank, Andrew C; Sutton, Bradley P; Chee, Michael W L; Sim, Sam K Y; Park, Denise C

    2013-02-01

    Studies on culture-related differences in cognition have shown that Westerners attend more to object-related information, whereas East Asians attend more to contextual information. Neural correlates of these different culture-related visual processing styles have been reported in the ventral-visual and fronto-parietal regions. We conducted an fMRI study of East Asians and Westerners on a visuospatial judgment task that involved relative, contextual judgments, which are typically more challenging for Westerners. Participants judged the relative distances between a dot and a line in visual stimuli during task blocks and alternated finger presses during control blocks. Behaviorally, East Asians responded faster than Westerners, reflecting greater ease of the task for East Asians. In response to the greater task difficulty, Westerners showed greater neural engagement compared to East Asians in frontal, parietal, and occipital areas. Moreover, Westerners also showed greater suppression of the default network-a brain network that is suppressed under condition of high cognitive challenge. This study demonstrates for the first time that cultural differences in visual attention during a cognitive task are manifested both by differences in activation in fronto-parietal regions as well as suppression in default regions.

  17. EEG Alpha Production Correlates of Cognitive Style Differences and Recall of Metaphor from Poetry. Technical Report No. 324.

    ERIC Educational Resources Information Center

    Reddix, Michael D.; Dunn, Bruce R.

    Differences in metaphor recall from poetry were investigated using 10 female and 10 male college student subjects hypothesized as having either an analytic or a holistic processing style. Style was determined using bilateral alpha (8-13Hz) scores measured from the cerebral cortex. It was suggested, on the basis of bimodal theory, that holistic…

  18. Color, context, and cognitive style: variations in color knowledge retrieval as a function of task and subject variables.

    PubMed

    Hsu, Nina S; Kraemer, David J M; Oliver, Robyn T; Schlichting, Margaret L; Thompson-Schill, Sharon L

    2011-09-01

    Neuroimaging tests of sensorimotor theories of semantic memory hinge on the extent to which similar activation patterns are observed during perception and retrieval of objects or object properties. The present study was motivated by the hypothesis that some of the seeming discrepancies across studies reflect flexibility in the systems responsible for conceptual and perceptual processing of color. Specifically, we test the hypothesis that retrieval of color knowledge can be influenced by both context (a task variable) and individual differences in cognitive style (a subject variable). In Experiment 1, we provide fMRI evidence for differential activity during color knowledge retrieval by having subjects perform a verbal task, in which context encouraged subjects to retrieve more- or less-detailed information about the colors of named common objects in a blocked experimental design. In the left fusiform, we found more activity during retrieval of more- versus less-detailed color knowledge. We also assessed preference for verbal or visual cognitive style, finding that brain activity in the left lingual gyrus significantly correlated with preference for a visual cognitive style. We replicated many of these effects in Experiment 2, in which stimuli were presented more quickly, in a random order, and in the auditory modality. This illustration of some of the factors that can influence color knowledge retrieval leads to the conclusion that tests of conceptual and perceptual overlap must consider variation in both of these processes.

  19. Personality, Cognitive Style, Motivation, and Aptitude Predict Systematic Trends in Analytic Forecasting Behavior.

    PubMed

    Poore, Joshua C; Forlines, Clifton L; Miller, Sarah M; Regan, John R; Irvine, John M

    2014-12-01

    The decision sciences are increasingly challenged to advance methods for modeling analysts, accounting for both analytic strengths and weaknesses, to improve inferences taken from increasingly large and complex sources of data. We examine whether psychometric measures-personality, cognitive style, motivated cognition-predict analytic performance and whether psychometric measures are competitive with aptitude measures (i.e., SAT scores) as analyst sample selection criteria. A heterogeneous, national sample of 927 participants completed an extensive battery of psychometric measures and aptitude tests and was asked 129 geopolitical forecasting questions over the course of 1 year. Factor analysis reveals four dimensions among psychometric measures; dimensions characterized by differently motivated "top-down" cognitive styles predicted distinctive patterns in aptitude and forecasting behavior. These dimensions were not better predictors of forecasting accuracy than aptitude measures. However, multiple regression and mediation analysis reveals that these dimensions influenced forecasting accuracy primarily through bias in forecasting confidence. We also found that these facets were competitive with aptitude tests as forecast sampling criteria designed to mitigate biases in forecasting confidence while maximizing accuracy. These findings inform the understanding of individual difference dimensions at the intersection of analytic aptitude and demonstrate that they wield predictive power in applied, analytic domains.

  20. Fasting plasma glucose in young adults free of diabetes is associated with cognitive function in midlife.

    PubMed

    Cohen-Manheim, Irit; Sinnreich, Ronit; Doniger, Glen M; Simon, Ely S; Pinchas-Mizrachi, Ronit; Kark, Jeremy D

    2018-06-01

    Evidence for an association of fasting plasma glucose (FPG) with cognitive function in adults free of diabetes is scarce and based on middle-aged and older adults. We examined the association of FPG, measured at age 30, and of change in FPG from age 30 to 43, with cognitive function at age 50. 505 nondiabetic participants of the population-based Jerusalem Lipid Research Clinic (LRC) cohort study had baseline FPG, 2-h post-oral challenge plasma glucose (OGTT) and insulin determined at ages 28-32, and FPG and OGTT again at ages 41-46. Subsequently at ages 48-52, global cognitive function and its five specific component domains were assessed with a NeuroTrax computerized test battery, using multiple linear regression and multivariable logistic models. Hyperglycemia (FPG ≥ 5.6 mmol/l vs. <5.6 mmol/l) at baseline was associated with poorer global cognitive function in midlife (predominantly in the visual spatial and attention domains), independent of socio-demographic characteristics, life style variables, body mass index (BMI), and inflammatory and biochemical variables (standardized Beta = -0.121, P = 0.002, plinear trend(FPG continuous) =0.016). Similarly, increased odds for low-ranked (lowest fifth) global cognition was evident (ORper mmol/l FPG=2.31, 95% CI = 1.30-4.13, P = 0.005). Baseline OGTT, insulin resistance (HOMA-IR) and change in FPG and OGTT over 13 years were not associated with cognition. A higher FPG in young adults was associated with lower cognitive performance in midlife. Although we cannot dismiss the possibility of reverse causation, hyperglycemia at a young age may be a modifiable risk factor for low-ranked cognitive function in midlife.

  1. Cognitions of Ordinary Events: Their Relationship to Depression.

    ERIC Educational Resources Information Center

    Hindin, David A.; And Others

    Beck's cognitive theory and the reformulated learned helplessness model suggest that there is a negative idiosyncratic cognitive style that characterizes the way depressed individuals appraise events which is causally associated with depression. Although a few researchers have recognized the importance of examining appraisals of everyday events,…

  2. Effects of Sibling Structure and Interaction on Children's Categorization Style

    ERIC Educational Resources Information Center

    Cicirelli, Victor G.

    1973-01-01

    One hundred sixty sibling pairs from two child families were sampled for sibling interaction behaviors as they relate to measures of categorization style. The study provides additional evidence of the importance of a child's siblings to his cognitive development. (Editor/RK)

  3. Child Art and the Emergence of Learning Styles.

    ERIC Educational Resources Information Center

    Wieder, Charles G.

    1998-01-01

    Looks at individuality, in the sense of a personal expressive idiom or style, in children's art production. Shows that early stylistic differences manifest in children's art making correspond to basic cognitive/affective learning processes. Outlines implications for ideas about child development. (DSK)

  4. Underachieving Gifted Students: A Social Cognitive Model

    ERIC Educational Resources Information Center

    Clemons, Trudy L.

    2008-01-01

    The purpose of this study was to examine the relationships among students' self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students' academic performance or achievement. Using…

  5. Emotion perception across cultures: the role of cognitive mechanisms

    PubMed Central

    Engelmann, Jan B.; Pogosyan, Marianna

    2012-01-01

    Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception. PMID:23486743

  6. Emotion perception across cultures: the role of cognitive mechanisms.

    PubMed

    Engelmann, Jan B; Pogosyan, Marianna

    2013-01-01

    Despite consistently documented cultural differences in the perception of facial expressions of emotion, the role of culture in shaping cognitive mechanisms that are central to emotion perception has received relatively little attention in past research. We review recent developments in cross-cultural psychology that provide particular insights into the modulatory role of culture on cognitive mechanisms involved in interpretations of facial expressions of emotion through two distinct routes: display rules and cognitive styles. Investigations of emotion intensity perception have demonstrated that facial expressions with varying levels of intensity of positive affect are perceived and categorized differently across cultures. Specifically, recent findings indicating significant levels of differentiation between intensity levels of facial expressions among American participants, as well as deviations from clear categorization of high and low intensity expressions among Japanese and Russian participants, suggest that display rules shape mental representations of emotions, such as intensity levels of emotion prototypes. Furthermore, a series of recent studies using eye tracking as a proxy for overt attention during face perception have identified culture-specific cognitive styles, such as the propensity to attend to very specific features of the face. Together, these results suggest a cascade of cultural influences on cognitive mechanisms involved in interpretations of facial expressions of emotion, whereby cultures impart specific behavioral practices that shape the way individuals process information from the environment. These cultural influences lead to differences in cognitive styles due to culture-specific attentional biases and emotion prototypes, which partially account for the gradient of cultural agreements and disagreements obtained in past investigations of emotion perception.

  7. Information processing and dynamics in minimally cognitive agents.

    PubMed

    Beer, Randall D; Williams, Paul L

    2015-01-01

    There has been considerable debate in the literature about the relative merits of information processing versus dynamical approaches to understanding cognitive processes. In this article, we explore the relationship between these two styles of explanation using a model agent evolved to solve a relational categorization task. Specifically, we separately analyze the operation of this agent using the mathematical tools of information theory and dynamical systems theory. Information-theoretic analysis reveals how task-relevant information flows through the system to be combined into a categorization decision. Dynamical analysis reveals the key geometrical and temporal interrelationships underlying the categorization decision. Finally, we propose a framework for directly relating these two different styles of explanation and discuss the possible implications of our analysis for some of the ongoing debates in cognitive science. Copyright © 2014 Cognitive Science Society, Inc.

  8. Exploring correlation between perceived parenting styles, early maladaptive schemas, and depression among women with depressive symptoms in iran and India- role of early maladaptive schemas as mediators and moderatos.

    PubMed

    Khajouei Nia, Maryam; Sovani, Anuradha; Sarami Forooshani, Gholam Reza

    2014-12-01

    Many studies have reported that inadequate parental styles can contribute to depressive symptoms through dysfunctional cognitive styles. This study aimed to investigate the association of dysfunctional schemas and parenting style with depression, as well as the role of maladaptive schemas such as moderators and mediators in Iran and India. The study sample was selected randomly and consisted of 200 (age group 16-60 y) depressed females (mild to moderate); 100 from Tehran (Iran) and another 100 from Pune (India). The type of the research was causal-comparative. The data collection took place in hospitals and clinics in the targeted cities. Descriptive statistic tests and hierarchical multiple regression were executed (for the purpose of analyzing data) by SPSS 17. It was demonstrated that the association between parenting and depression was not moderated by early maladaptive schemas. On the contrary, the results supported meditational models in which parenting styles are associated with the cognitive schemas, and these in turn are related to depressive symptoms. It was also found that abandonment mediates the impacts of maternal style on depression in Iran. On the other hand, abandonment and punitiveness schemas mediated the relation between paternal style and depression in India. These findings suggest that the correlation between childhood experiences and depression in adulthood are mediated by dysfunctional schemas.

  9. Effect of individual thinking styles on item selection during study time allocation.

    PubMed

    Jia, Xiaoyu; Li, Weijian; Cao, Liren; Li, Ping; Shi, Meiling; Wang, Jingjing; Cao, Wei; Li, Xinyu

    2018-04-01

    The influence of individual differences on learners' study time allocation has been emphasised in recent studies; however, little is known about the role of individual thinking styles (analytical versus intuitive). In the present study, we explored the influence of individual thinking styles on learners' application of agenda-based and habitual processes when selecting the first item during a study-time allocation task. A 3-item cognitive reflection test (CRT) was used to determine individuals' degree of cognitive reliance on intuitive versus analytical cognitive processing. Significant correlations between CRT scores and the choices of first item selection were observed in both Experiment 1a (study time was 5 seconds per triplet) and Experiment 1b (study time was 20 seconds per triplet). Furthermore, analytical decision makers constructed a value-based agenda (prioritised high-reward items), whereas intuitive decision makers relied more upon habitual responding (selected items from the leftmost of the array). The findings of Experiment 1a were replicated in Experiment 2 notwithstanding ruling out the possible effects from individual intelligence and working memory capacity. Overall, the individual thinking style plays an important role on learners' study time allocation and the predictive ability of CRT is reliable in learners' item selection strategy. © 2016 International Union of Psychological Science.

  10. Affect intensity and individual differences in informational style.

    PubMed

    Larsen, R J; Billings, D W; Cutler, S E

    1996-03-01

    Although individuals differ widely in the typical intensity of their affective experience, the mechanisms that create or maintain these differences are unclear. Larsen, Diener, and Cropanzano (1987) examined the hypothesis that individual differences in affect intensity (AI) are related to how people interpret emotional stimuli. They found that high AI individuals engaged in more personalizing and generalizing cognitions while construing emotional stimuli than low AI individuals. The present study extends these findings by examining cognitive activity during a different task-the generation of information to communicate about life events. Participants provided free-response descriptions of 16 life events. These descriptions were content coded for five informational style variables. It was found that the descriptive information generated by high AI participants contained significantly more references to emotional arousal, more focus on feelings, and more generalization compared to participants low in AI. These results are consistent with the notion that specific cognitive activity may lead to, or at least be associated with, dispositional affect intensity. In addition, the informational style variables identified in this study were stable over time and consistent across situations. Although men and women differ in AI, this difference becomes insignificant after controlling for informational style variation. Overall results are discussed in terms of a model of various psychological mechanisms that may potentially create or maintain individual differences in affect intensity.

  11. Repressive Coping Does Not Contribute to Anosognosia in First-Diagnosis Patients With Alzheimer Disease.

    PubMed

    Verhülsdonk, Sandra; Lange-Asschenfeldt, Christian; Höft, Barbara; Schwender, Holger; Supprian, Tillmann; Hellen, Florence; Kalbe, Elke

    2017-01-01

    Anosognosia is common in patients with Alzheimer disease (AD) even in early stages. Although neural correlates and the impact of cognitive dysfunctions have been described, possible psychodynamic processes such as a repressive coping style as described in other illnesses, have not been examined. Our study aimed to examine possible psychological influence factors on illness perception embracing a repressive coping style and cognitive functions in AD patients in the diagnostic process. Fifty-four subjects with mild AD diagnosed in our memory clinic were enrolled. Anosognosia was evaluated using a patient-caregiver discrepancy rating. All patients underwent comprehensive neuropsychological testing. In addition, characteristics of a repressive coping style were assessed. In total, 79.6% of our patients showed a lack of awareness at least to some degree. 33.3% of the patients were classified as repressors. Repressors and nonrepressors did not differ in cognition, or the unawareness score. Multivariate regression analysis showed that repressive coping style did not significantly contribute to anosognosia, but that verbal memory and naming ability had a strong influence. Although our data indicate that a high proportion of patients with mild AD show characteristics of repressive coping, this possible defense mechanism had no influence on the awareness of illness-related deficits measured by caregiver patient discrepancy.

  12. Extreme cognitions are associated with diminished ability to use disconfirming evidence.

    PubMed

    Haigh, Matthew; Dodd, Alyson L

    2017-03-01

    An Integrative Cognitive Model of mood swings and bipolar disorder proposes that cognitive styles characterized by extreme self-referent appraisals of internal states (e.g., 'If I have a bad night's sleep it means that I am about to have a breakdown') interfere with mood regulation. The aim of this study is to determine whether strong endorsement of such appraisals is predicted by a diminished ability to access disconfirming counterexamples. We examined whether the ability to access two different categories of counterexample (known as Disabling Conditions and Alternative Causes) would predict endorsement of extreme appraisals (measured by the Hypomanic Attitudes and Positive Predictions Inventory; HAPPI) and mania risk (measured by the Hypomanic Personality Scale; HPS). A non-clinical sample of 150 students completed the HAPPI, the HPS and a conditional reasoning task that indexed the ability to access Disabling Conditions and Alternative Causes. Current mood was controlled for using the Internal States Scale. The ability to make use of disabling counterexamples during the reasoning task was inversely related with scores on the HAPPI (r = -.19, p < .05); participants that were less able to make use of disabling counterexamples endorsed extreme self-referent appraisals to a greater extent. There was no association between the use of alternative cause counterexamples and the HAPPI, and no association between either measure of counterexample generation and the HPS. A diminished ability to use disconfirming evidence when reasoning about the world may reinforce problematic cognitive styles such as extreme, personalized appraisals of experience, which can interfere with mood regulation. Problematic cognitive styles such as extreme, personalized appraisals of experience may be reinforced by the inability to produce or access evidence that disconfirms these maladaptive beliefs. This reasoning bias may be associated with cognitive styles underlying psychopathology. There may be clinical utility in exploring the use of disabler generation in psychological interventions, to help disconfirm maladaptive beliefs. © 2016 The British Psychological Society.

  13. Cognitive Vulnerabilities and Depression versus Other Psychopathology Symptoms and Diagnoses in Early Adolescence

    ERIC Educational Resources Information Center

    Alloy, Lauren B.; Black, Shimrit K.; Young, Mathew E.; Goldstein, Kim E.; Shapero, Benjamin G.; Stange, Jonathan P.; Boccia, Angelo S.; Matt, Lindsey M.; Boland, Elaine M.; Moore, Lauren C.; Abramson, Lyn Y.

    2012-01-01

    We examined the concurrent associations between multiple cognitive vulnerabilities to depression featured in hopelessness theory, Beck's theory, and response styles theory and depressive symptoms and diagnoses in a sample of early adolescents. We also examined the specificity of these cognitive vulnerabilities to depression versus anxiety and…

  14. Cognitive-Affective Predictors of Women's Readiness to End Domestic Violence Relationships

    ERIC Educational Resources Information Center

    Shurman, Lauren A.; Rodriguez, Christina M.

    2006-01-01

    A model of women's readiness to terminate an abusive relationship was examined, using cognitive and emotional factors to predict readiness to change as conceptualized in the transtheoretical model. Factors previously identified in the domestic violence literature were selected to represent cognitive predictors (attribution and attachment style)…

  15. Utilizing Natural Cognitive Tendencies to Enhance Agricultural Education Programs

    ERIC Educational Resources Information Center

    Lamm, Alexa J.; Rhodes, Emily B.; Irani, Tracy A.; Roberts, T. Grady; Snyder, Lori J. Unruh; Brendemuhl, Joel

    2011-01-01

    The influences of cognitive styles have been the focus of research on problems in education for quite some time (Witkin, Moore, Goodenough, & Cox, 1977). In fact, agricultural educators are rapidly increasing the amount of research and education focused on understanding and utilizing cognitive function in an attempt to improve educational…

  16. Plasticity of Human Spatial Cognition: Spatial Language and Cognition Covary across Cultures

    ERIC Educational Resources Information Center

    Haun, Daniel B. M.; Rapold, Christian J.; Janzen, Gabriele; Levinson, Stephen C.

    2011-01-01

    The present paper explores cross-cultural variation in spatial cognition by comparing spatial reconstruction tasks by Dutch and Namibian elementary school children. These two communities differ in the way they predominantly express spatial relations in language. Four experiments investigate cognitive strategy preferences across different levels of…

  17. The role of negative cognitions, emotion regulation strategies, and attachment style in complex post-traumatic stress disorder: Implications for new and existing therapies.

    PubMed

    Karatzias, Thanos; Shevlin, Mark; Hyland, Philip; Brewin, Chris R; Cloitre, Marylene; Bradley, Aoife; Kitchiner, Neil J; Jumbe, Sandra; Bisson, Jonathan I; Roberts, Neil P

    2018-06-01

    We set out to investigate the association between negative trauma-related cognitions, emotional regulation strategies, and attachment style and complex post-traumatic stress disorder (CPTSD). As the evidence regarding the treatment of CPTSD is emerging, investigating psychological factors that are associated with CPTSD can inform the adaptation or the development of effective interventions for CPTSD. A cross-sectional design was employed. Measures of CPTSD, negative trauma-related cognitions, emotion regulation strategies, and attachment style were completed by a British clinical sample of trauma-exposed patients (N = 171). Logistic regression analysis was used to assess the predictive utility of these psychological factors on diagnosis of CPTSD as compared to PTSD. It was found that the most important factor in the diagnosis of CPTSD was negative trauma-related cognitions about the self, followed by attachment anxiety, and expressive suppression. Targeting negative thoughts and attachment representations while promoting skills acquisition in emotional regulation hold promise in the treatment of CPTSD. Further research is required on the development of appropriate models to treat CPTSD that tackle skills deficit in these areas. Results suggest that cognitive-behavioural interventions might be useful for the treatment of CPTSD. Targeting negative thoughts and attachment representations while promoting skills acquisition in emotional regulation hold promise in the treatment of CPTSD. © 2018 The British Psychological Society.

  18. Opposing Oxytocin Effects on Intergroup Cooperative Behavior in Intuitive and Reflective Minds.

    PubMed

    Ma, Yina; Liu, Yi; Rand, David G; Heatherton, Todd F; Han, Shihui

    2015-09-01

    People often favor ingroup over outgroup members when choosing to cooperate. Such ingroup-favored cooperation is promoted by oxytocin-a neuropeptide shown to facilitate social cognition and that has emerged as a pharmacological target for treatments of social functioning deficits. The current study applied a dual-process model to investigate whether and how intuitive and reflective cognitive styles affect the oxytocin-motivated ingroup favoritism in cooperation. We examined oxytocin effects on ingroup favoritism in a double-blind, placebo-controlled between-subjects design where cognitive processing (intuition vs reflection) was experimentally manipulated in healthy Chinese males (n=150). We also supplemented this experimental manipulation with an individual difference analysis by assessing participants' inclination toward intuition or reflection in daily life. Intranasal administration of oxytocin (vs placebo) increased ingroup favoritism among participants primed to be intuitive or those who preferred intuition in daily life. In contrast, oxytocin decreased ingroup favoritism in participants primed to rely on reflective thinking or those who preferred reflective decision-making in daily life. Our results demonstrate that oxytocin has distinct functional roles when different cognitive styles (ie, intuition vs reflection) are promoted during social cooperation in a group situation. Our findings have implications for oxytocin pharmacotherapy of social dysfunction in that whether the effects of oxytocin on social functioning are facilitative, debilitative, or null, depends on an individual's cognitive style.

  19. Opposing Oxytocin Effects on Intergroup Cooperative Behavior in Intuitive and Reflective Minds

    PubMed Central

    Ma, Yina; Liu, Yi; Rand, David G; Heatherton, Todd F; Han, Shihui

    2015-01-01

    People often favor ingroup over outgroup members when choosing to cooperate. Such ingroup-favored cooperation is promoted by oxytocin—a neuropeptide shown to facilitate social cognition and that has emerged as a pharmacological target for treatments of social functioning deficits. The current study applied a dual-process model to investigate whether and how intuitive and reflective cognitive styles affect the oxytocin-motivated ingroup favoritism in cooperation. We examined oxytocin effects on ingroup favoritism in a double-blind, placebo-controlled between-subjects design where cognitive processing (intuition vs reflection) was experimentally manipulated in healthy Chinese males (n=150). We also supplemented this experimental manipulation with an individual difference analysis by assessing participants' inclination toward intuition or reflection in daily life. Intranasal administration of oxytocin (vs placebo) increased ingroup favoritism among participants primed to be intuitive or those who preferred intuition in daily life. In contrast, oxytocin decreased ingroup favoritism in participants primed to rely on reflective thinking or those who preferred reflective decision-making in daily life. Our results demonstrate that oxytocin has distinct functional roles when different cognitive styles (ie, intuition vs reflection) are promoted during social cooperation in a group situation. Our findings have implications for oxytocin pharmacotherapy of social dysfunction in that whether the effects of oxytocin on social functioning are facilitative, debilitative, or null, depends on an individual's cognitive style. PMID:25807529

  20. Lack of habituation of evoked visual potentials in analytic information processing style: evidence in healthy subjects.

    PubMed

    Buonfiglio, Marzia; Toscano, M; Puledda, F; Avanzini, G; Di Clemente, L; Di Sabato, F; Di Piero, V

    2015-03-01

    Habituation is considered one of the most basic mechanisms of learning. Habituation deficit to several sensory stimulations has been defined as a trait of migraine brain and also observed in other disorders. On the other hand, analytic information processing style is characterized by the habit of continually evaluating stimuli and it has been associated with migraine. We investigated a possible correlation between lack of habituation of evoked visual potentials and analytic cognitive style in healthy subjects. According to Sternberg-Wagner self-assessment inventory, 15 healthy volunteers (HV) with high analytic score and 15 HV with high global score were recruited. Both groups underwent visual evoked potentials recordings after psychological evaluation. We observed significant lack of habituation in analytical individuals compared to global group. In conclusion, a reduced habituation of visual evoked potentials has been observed in analytic subjects. Our results suggest that further research should be undertaken regarding the relationship between analytic cognitive style and lack of habituation in both physiological and pathophysiological conditions.

  1. Impaired recognition of facial emotions from low-spatial frequencies in Asperger syndrome.

    PubMed

    Kätsyri, Jari; Saalasti, Satu; Tiippana, Kaisa; von Wendt, Lennart; Sams, Mikko

    2008-01-01

    The theory of 'weak central coherence' [Happe, F., & Frith, U. (2006). The weak coherence account: Detail-focused cognitive style in autism spectrum disorders. Journal of Autism and Developmental Disorders, 36(1), 5-25] implies that persons with autism spectrum disorders (ASDs) have a perceptual bias for local but not for global stimulus features. The recognition of emotional facial expressions representing various different levels of detail has not been studied previously in ASDs. We analyzed the recognition of four basic emotional facial expressions (anger, disgust, fear and happiness) from low-spatial frequencies (overall global shapes without local features) in adults with an ASD. A group of 20 participants with Asperger syndrome (AS) was compared to a group of non-autistic age- and sex-matched controls. Emotion recognition was tested from static and dynamic facial expressions whose spatial frequency contents had been manipulated by low-pass filtering at two levels. The two groups recognized emotions similarly from non-filtered faces and from dynamic vs. static facial expressions. In contrast, the participants with AS were less accurate than controls in recognizing facial emotions from very low-spatial frequencies. The results suggest intact recognition of basic facial emotions and dynamic facial information, but impaired visual processing of global features in ASDs.

  2. Developing Learning Style Inventory for Effective Instructional Design

    ERIC Educational Resources Information Center

    Guven, Bulent; Ozbek, Ozge

    2007-01-01

    In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial, and kinetic characteristics. This study on improving learning style inventory, which aims to help classroom teachers determine students' attributes in individualized…

  3. The Relationship Context for Sexual Activity and its Associations with Romantic Cognitions among Emerging Adults

    PubMed Central

    Collibee, Charlene

    2015-01-01

    Few studies have examined the associations of sexual activity with romantic cognitions, particularly longitudinally. We used a multi-analytic approach to examine the longitudinal, between-person, and within-person associations between sexual activity and romantic cognitions. We distinguished among sexual activity with four different types of partners—romantic partners, friends, acquaintances, and friends with benefits. An ethnically/racially representative sample of 185 participants (94 males & 91 females) completed questionnaires when they were 2.5, 4, and 5.5 years out of high school. Frequent sexual activity with a romantic partner was associated with positive romantic cognitions, including less avoidant and anxious relational styles, greater romantic life satisfaction, and romantic appeal. Frequent sexual activity with various nonromantic partners was often associated with more negative romantic cognitions, including avoidant styles, lower romantic life satisfaction, and lower romantic appeal. Few longitudinal effects were found. Findings contribute to a developmental task theory concepualization of sexual behavior. PMID:27242952

  4. Anxiety, stress and perfectionism in bipolar disorder.

    PubMed

    Corry, Justine; Green, Melissa; Roberts, Gloria; Frankland, Andrew; Wright, Adam; Lau, Phoebe; Loo, Colleen; Breakspear, Michael; Mitchell, Philip B

    2013-12-01

    Previous reports have highlighted perfectionism and related cognitive styles as a psychological risk factor for stress and anxiety symptoms as well as for the development of bipolar disorder symptoms. The anxiety disorders are highly comorbid with bipolar disorder but the mechanisms that underpin this comorbidity are yet to be determined. Measures of depressive, (hypo)manic, anxiety and stress symptoms and perfectionistic cognitive style were completed by a sample of 142 patients with bipolar disorder. Mediation models were used to explore the hypotheses that anxiety and stress symptoms would mediate relationships between perfectionistic cognitive styles, and bipolar disorder symptoms. Stress and anxiety both significantly mediated the relationship between both self-critical perfectionism and goal attainment values and bipolar depressive symptoms. Goal attainment values were not significantly related to hypomanic symptoms. Stress and anxiety symptoms did not significantly mediate the relationship between self-critical perfectionism and (hypo)manic symptoms. 1. These data are cross-sectional; hence the causality implied in the mediation models can only be inferred. 2. The clinic patients were less likely to present with (hypo)manic symptoms and therefore the reduced variability in the data may have contributed to the null findings for the mediation models with (hypo) manic symptoms. 3. Those patients who were experiencing current (hypo)manic symptoms may have answered the cognitive styles questionnaires differently than when euthymic. These findings highlight a plausible mechanism to understand the relationship between bipolar disorder and the anxiety disorders. Targeting self-critical perfectionism in the psychological treatment of bipolar disorder when there is anxiety comorbidity may result in more parsimonious treatments. © 2013 Published by Elsevier B.V.

  5. Thinking styles and doctors' knowledge and behaviours relating to acute coronary syndromes guidelines

    PubMed Central

    Sladek, Ruth M; Bond, Malcolm J; Huynh, Luan T; Chew, Derek PB; Phillips, Paddy A

    2008-01-01

    Background How humans think and make decisions is important in understanding behaviour. Hence an understanding of cognitive processes among physicians may inform our understanding of behaviour in relation to evidence implementation strategies. A personality theory, Cognitive-Experiential Self Theory (CEST) proposes a relationship between different ways of thinking and behaviour, and articulates pathways for behaviour change. However prior to the empirical testing of interventions based on CEST, it is first necessary to demonstrate its suitability among a sample of healthcare workers. Objectives To investigate the relationship between thinking styles and the knowledge and clinical practices of doctors directly involved in the management of acute coronary syndromes. Methods Self-reported doctors' thinking styles (N = 74) were correlated with results from a survey investigating knowledge, attitudes, and clinical practice, and evaluated against recently published acute coronary syndrome clinical guidelines. Results Guideline-discordant practice was associated with an experiential style of thinking. Conversely, guideline-concordant practice was associated with a higher preference for a rational style of reasoning. Conclusion Findings support that while guidelines might be necessary to communicate evidence, other strategies may be necessary to target discordant behaviours. Further research designed to examine the relationships found in the current study is required. PMID:18439250

  6. Parenting style and adolescent fruit consumption.

    PubMed

    Kremers, Stef P J; Brug, Johannes; de Vries, Hein; Engels, Rutger C M E

    2003-08-01

    The importance of the social environment for dietary behaviour has been highlighted in the past decade. A type of environmental influence that has received increasing research attention in recent years is the influence that parents can have on their children's dietary behaviour through food-related parenting practices. Much of the work done so far, however, has reported inconsistent findings and poorly understood mechanisms of influence. The present study aimed to explore the possible environmental influence of general parenting style on adolescent food choice patterns. Data were collected at schools (N=643; mean age 16.5 years), using self-administered questionnaires on parenting style, fruit intake behaviour and fruit-specific cognitions. Consistent and theoretically predictable differences were found between adolescents who described their parents as authoritative, authoritarian, indulgent or neglectful. Fruit consumption and fruit-specific cognitions were most favourable among adolescents who were being raised with an authoritative parenting style. Children of parents with indulgent parenting styles consumed more fruit than adolescents from authoritarian or neglectful homes. Consequences of these results for the interpretation of earlier studies on the influence of parenting practices are discussed, and a research model is proposed for future studies of parental influences on adolescent dietary behaviours.

  7. The cognitive style of nursing students: educational implications for teaching and learning.

    PubMed

    Noble, Kim A; Miller, Susan M; Heckman, James

    2008-06-01

    As cognitive and kinesthetic demands on nursing students increase, so does the need for optimal learning environments. Witkin's empirically supported measure of field dependent/independent cognitive style assesses the manner in which students perceive and process information and classifies them along a continuum of field dependence to field independence. Witkin's Groups Embedded Figures Test (GEFT) was administered to 876 students enrolled in 10 health care programs. Statistically significant differences in the GEFT mean scores of students enrolled in the different programs were discovered. The effect size was moderate. Undergraduate nursing students scored higher on the GEFT than did graduate or RN-to-BSN nursing students. However, nursing students were classified as more field dependent than students in other health-related disciplines. Due to their cognitive processing requirements, field-dependent nursing students may be at risk for academic failure. Therefore, instructional strategies tailored to students' needs should be incorporated into the nursing curriculum.

  8. A Model for Predicting Cognitive and Emotional Health from Structural and Functional Neurocircuitry Following Traumatic Brain Injury

    DTIC Science & Technology

    2013-10-01

    Interpersonal scales were developed to provide an assessment of the respondent’s interpersonal style along two dimensions: a warmly affiliative versus...a cold rejecting style , and a dominating/controlling versus a meekly submissive style . These axes provide a useful way of conceptualizing many...Hours 9. How many hours per week do you spend in active homemaking including parenting , housekeeping, and food preparation

  9. A Model for Predicting Cognitive and Emotional Health from Structural and Functional Neurocircuitry Following Traumatic Brain Injury

    DTIC Science & Technology

    2014-10-01

    Interpersonal scales were developed to provide an assessment of the respondent’s interpersonal style along two dimensions: a warmly affiliative...versus a cold rejecting style , and a dominating/controlling versus a meekly submissive style . These axes provide a useful way of conceptualizing many...Hours 9. How many hours per week do you spend in active homemaking including parenting , housekeeping, and food preparation

  10. The Relationship between Learning Style Preferences and Memory Strategy use in Adults.

    PubMed

    Dirette, Diane Powers; Anderson, Michele A

    2016-07-01

    Deficits in working memory are pervasive, resistant to remediation and significantly impact a persons ability to perform activities of daily living. Internal strategies are effective for improving working memory. Learning style preferences may influence the use of various internal working memory strategies. This study compares the use of internal working memory strategies among four different learning style preferences; converger, diverger, assimilator and accommodator. A non-experimental group design was used to compare the use of internal working memory strategies and learning style preferences among 110 adults. There were some significant differences in the types of strategies used according to learning style preferences. Knowing the learning style preference of clients may help occupational therapists better tailor cognitive rehabilitation treatments to meet the client's needs.

  11. Heuristic and Analytic Processing: Age Trends and Associations with Cognitive Ability and Cognitive Styles.

    ERIC Educational Resources Information Center

    Kokis, Judite V.; Macpherson, Robyn; Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E.

    2002-01-01

    Examined developmental and individual differences in tendencies to favor analytic over heuristic responses in three tasks (inductive reasoning, deduction under belief bias conditions, probabilistic reasoning) in children varying in age and cognitive ability. Found significant increases in analytic responding with development on first two tasks.…

  12. Predictors of Child Molestation: Adult Attachment, Cognitive Distortions, and Empathy

    ERIC Educational Resources Information Center

    Wood, Eric; Riggs, Shelley

    2008-01-01

    A conceptual model derived from attachment theory was tested by examining adult attachment style, cognitive distortions, and both general and victim empathy in a sample of 61 paroled child molesters and 51 community controls. Results of logistic multiple regression showed that attachment anxiety, cognitive distortions, high general empathy but low…

  13. Cognitive and Task Influences on Web Searching Behavior.

    ERIC Educational Resources Information Center

    Kim, Kyung-Sun; Allen, Bryce

    2002-01-01

    Describes results from two independent investigations of college students that were conducted to study the impact of differences in users' cognition and search tasks on Web search activities and outcomes. Topics include cognitive style; problem-solving; and implications for the design and use of the Web and Web search engines. (Author/LRW)

  14. Relations of Parenting and Negative Life Events to Cognitive Diatheses for Depression in Children

    ERIC Educational Resources Information Center

    Bruce, Alanna E.; Cole, David A.; Dallaire, Danielle H.; Jacquez, Farrah M.; Pineda, Ashley Q.; LaGrange, Beth

    2006-01-01

    In a sample of 299 children (grades 2, 4, and 6), we examined parenting and negative life events as predictors of depressive cognitions, specifically low self-perceived competence, depressive cognitive schemas, and depressogenic attributional style. We also examined developmental trends in these relations. Children completed measures of parenting,…

  15. Preventing the spread of H1N1 influenza infection during a pandemic: autonomy-supportive advice versus controlling instruction.

    PubMed

    Chan, Derwin King-Chung; Yang, Sophie Xin; Mullan, Barbara; Du, Xiumin; Zhang, Xin; Chatzisarantis, Nikos L D; Hagger, Martin S

    2015-06-01

    Wearing facemask is an effective strategy for preventing the spread of the H1N1 in enclosed public spaces. This quasi-experiment examined the effects of University professor 'autonomy support on students' motivation, social cognitive factors, and intention to wear facemasks in the lecture hall during a hypothetical H1N1 pandemic. University students (N = 705) completed self-report measures of motivation, social cognitive factors, and intention according to a hypothetical H1N1 pandemic scenario in which their professors asked them to wear facemasks in the lecture hall, using either an 'autonomy-supportive' interpersonal style or a 'controlling' style. The results showed that the manipulation of professors' autonomy support exerted a positive effect on students' perception of autonomy support, which positively predicted their self-determined motivation, social cognitive factors, and intentions to wear facemasks. In conclusion, promoting self-determined motivation using autonomy-supportive communication styles might be an effective means of fostering individuals' adaptive beliefs and motivation of H1N1 prevention.

  16. Reduction of cognitive conflict and learning style impact towards student-teacher's misconception load

    NASA Astrophysics Data System (ADS)

    A'yun, Kurroti; Suyono, Poedjiastoeti, Sri; Bin-Tahir, Saidna Zulfiqar

    2017-08-01

    The most crucial issue in education is a misconception that is caused by the misconception of the students themselves. Therefore, this study provided the solution to improve the quality of teaching chemistry in the schools through the remediation of misconceptions to the chemistry teacher candidates. This study employed a mixed method approach using concurrent embedded designs where it tended more to the qualitative research, but it still relied on the quantitative research in the assessment of the learning impact. The results of this study were the students with higher levels of cognitive conflict still have high loads of misconceptions (MC), it possibly due to the type of students' learning styles that is the sequential-global balanced. To facilitate the cognitive conflict character and the learning style of sequential-global balanced, the researchers created an integrated worksheet conceptual change with peer learning (WCCPL). The peer learning undertaken in the last stages of conceptual change of WCCPL can increase the resistance of students' concept in a category of knowing the concept significantly, but it should be examined in an in-depth study related to the long-term memory.

  17. A further extension of the Extended Parallel Process Model (E-EPPM): implications of cognitive appraisal theory of emotion and dispositional coping style.

    PubMed

    So, Jiyeon

    2013-01-01

    For two decades, the extended parallel process model (EPPM; Witte, 1992 ) has been one of the most widely used theoretical frameworks in health risk communication. The model has gained much popularity because it recognizes that, ironically, preceding fear appeal models do not incorporate the concept of fear as a legitimate and central part of them. As a remedy to this situation, the EPPM aims at "putting the fear back into fear appeals" ( Witte, 1992 , p. 330). Despite this attempt, however, this article argues that the EPPM still does not fully capture the essence of fear as an emotion. Specifically, drawing upon Lazarus's (1991 ) cognitive appraisal theory of emotion and the concept of dispositional coping style ( Miller, 1995 ), this article seeks to further extend the EPPM. The revised EPPM incorporates a more comprehensive perspective on risk perceptions as a construct involving both cognitive and affective aspects (i.e., fear and anxiety) and integrates the concept of monitoring and blunting coping style as a moderator of further information seeking regarding a given risk topic.

  18. The role of emotional maltreatment and looming cognitive style in the development of social anxiety symptoms in late adolescents.

    PubMed

    González-Díez, Zahira; Orue, Izaskun; Calvete, Esther

    2017-01-01

    Social looming constitutes a specific cognitive vulnerability that acts as a danger schema and biases the processing of threat-related information associated with the development of social anxiety disorder. This model characterizes early negative experiences as critical to the formation of looming cognitive style. Furthermore, research has found links between parental emotional abuse and peer victimization and social anxiety. A three-wave longitudinal design was used to analyze the role of parents' emotional abuse and peer victimization in the onset of social anxiety symptoms through the development of this cognitive style. The final sample was made up of 307 females and 243 males (M age  = 16.97, SD age  = .81). Perceived parents' emotional abuse and peer victimization by participants were measured at Time 1, social looming was measured at Time 1 and 2, and social anxiety symptoms were measured at Times 1, 2, and 3. Parents' emotional abuse and peer victimization were related to social anxiety cross-sectionally. Longitudinally, social looming acted as a mediator in the relationship between parents' emotional abuse and social anxiety. These findings highlight the need to better understand the mechanisms through which emotional abuse and peer victimization impact social looming and contribute to social anxiety.

  19. Investigating Opinions of Mothers on Different Socioeconomic Status in Terms of Perceived Maternal Styles

    ERIC Educational Resources Information Center

    Çalik Var, Esra; Kiliç, Sükran; Kumandas, Hatice

    2015-01-01

    Problem Statement: There are various environmental factors such as culture, socioeconomic status, family patterns, parental personality, family size, and education system among others, which affect development of individuals. Especially in the childhood period, parenting style is an important variable in forming physical, emotional, cognitive, and…

  20. A Longitudinal Integration of Identity Styles and Educational Identity Processes in Adolescence

    ERIC Educational Resources Information Center

    Negru-Subtirica, Oana; Pop, Eleonora Ioana; Crocetti, Elisabetta

    2017-01-01

    Identity formation is a main adolescent psychosocial developmental task. The complex interconnection between different processes that are at the basis of one's identity is a research and applied intervention priority. In this context, the identity style model focuses on social-cognitive strategies (i.e., informational, normative, and…

  1. Student Characteristics and Motivational and Process Factors in Relation to Styles of Career Development.

    ERIC Educational Resources Information Center

    Lokan, Janice J.; Biggs, John B.

    1982-01-01

    Investigated student characteristics in relation to affective and cognitive aspects of adolescent career development. Questionnaire results indicated three styles of career development: intellective or deliberative; concerned and personally involved with high or low aspirations; and uncertain or confused. Suggests motives and strategies that might…

  2. Development of an Adaptive Learning System with Two Sources of Personalization Information

    ERIC Educational Resources Information Center

    Tseng, J. C. R.; Chu, H. C.; Hwang, G. J.; Tsai, C. C.

    2008-01-01

    Previous research of adaptive learning mainly focused on improving student learning achievements based only on single-source of personalization information, such as learning style, cognitive style or learning achievement. In this paper, an innovative adaptive learning approach is proposed by basing upon two main sources of personalization…

  3. Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

    ERIC Educational Resources Information Center

    Uibu, Krista; Kikas, Eve

    2014-01-01

    Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

  4. The Looming Maladaptive Style in Social Anxiety

    ERIC Educational Resources Information Center

    Brown, Michael A.; Stopa, Luisa

    2008-01-01

    This exploratory study examined the relationship between the looming maladaptive style (i.e., an enduring and traitlike cognitive pattern to appraise threat as rapidly rising in risk, progressively worsening, or actively speeding up and accelerating) and three different aspects of trait social anxiety (i.e., fear of negative evaluation, social…

  5. Expanding Expectations for Narrative Styles in the Context of Dementia

    ERIC Educational Resources Information Center

    Guendouzi, Jackie; Davis, Boyd H.; Maclagan, Margaret

    2015-01-01

    This article uses discourse analyses to examine the narrative styles produced by 2 women with a diagnosis of dementia. Because of constrained cognitive resources, people with dementia (PWD) often use alternative strategies to weave their stories into conversations. People with dementia have difficulty in initiating and maintaining a canonical…

  6. Learning Styles and Self-Regulation.

    ERIC Educational Resources Information Center

    Vermunt, Jan D. H. M.

    Data from 211 adult students (ages 20 to 75) at the Open University, The Netherlands, were used to construct and test an instrument to measure learning styles and regulation processes. Test development was guided by a three-tiered model of self-regulation encompassing: (1) cognitive learning processes (deep, surface, elaborative); (2) regulation…

  7. [Cancer related fatigue in patients with breast cancer after chemotherapy and coping style].

    PubMed

    Jiang, Pinglan; Wang, Shuhong; Jiang, Dongmei; Yu, Lingli

    2011-04-01

    To study the relevance between cancer related fatigue and coping styles in breast cancer patients after chemotherapy. A survey was conducted in 396 patients with breast cancer after chemotherapy on cancer related fatigue scale and Jalowiec coping scale, and the relation was analyzed. The rate of overall fatigue in breast cancer patients was 96.97%, mostly moderate fatigue. The rate of fatigue dimensions from high to low was physical fatigue, feeling fatigue and cognitive fatigue, respectively. The score of coping styles in patients with breast cancer after chemotherapy from high to low was optimistic coping, facing bravely, support seeking, self-reliance, emotional catharsis, avoidance, fatalism, and conservation. The most widely used coping style was optimistic coping style, and the least was emotional catharisis. There was a positive correlation between coping style of emotional catharsis and cancer related fatigue of all dimensions (P<0.01). There was a negative correlation between emotional fatigue and optimistic,facing bravely, support seeking, self-reliance, or conservation (P<0.05). There was also a negative correlation between physical fatigue and optimistic or support seeking (P<0.05), but there was a positive correlation between avoidance or fatalism and the dimensions of general fatigue, physical fatigue, and cognitive fatigue (P<0.05). There is prevalent cancer related fatigue in patients with breast cancer after chemotherapy. We should guide the patients to more active coping styles, to enhance the ability of psychological adaption in patients, reduce cancer related fatigue, and improve the quality of life.

  8. Teaching Formal Reasoning in a College Biology Course for Preservice Teachers.

    ERIC Educational Resources Information Center

    Lawson, Anton E.; Snitgen, Donald A.

    1982-01-01

    Assessed the effect of a one-semester college biology course on the development of students (N=72) ability to reason formally and interactions among intelligence, cognitive style, and cognitive level. Includes implications for science instruction. (SK)

  9. Age related changes in cognitive response style in the driving task.

    DOT National Transportation Integrated Search

    2009-11-16

    The degree and manner in which cellular phone conversations and other cognitive distractions affect driving performance remains an area of great interest. It is well known that cellular phone usage adversely impacts safety (Redelmeier &Tibshirani, 19...

  10. Explanatory style, dispositional optimism, and reported parental behavior.

    PubMed

    Hjelle, L A; Busch, E A; Warren, J E

    1996-12-01

    The relationship between two cognitive personality constructs (explanatory style and dispositional optimism) and retrospective self-reports of maternal and paternal behavior were investigated. College students (62 men and 145 women) completed the Life Orientation Test, Attributional Style Questionnaire, and Parental Acceptance-Rejection Questionnaire in a single session. As predicted, dispositional optimism was positively correlated with reported maternal and paternal warmth/acceptance and negatively correlated with aggression/hostility, neglect/indifference, and undifferentiated rejection during middle childhood. Unexpectedly, explanatory style was found to be more strongly associated with retrospective reports of paternal as opposed to maternal behavior. The implications of these results for future research concerning the developmental antecedents of differences in explanatory style and dispositional optimism are discussed.

  11. Differentiating attention styles and regulatory aspects of self-reported interoceptive sensibility

    PubMed Central

    2016-01-01

    Based on prior research, multiple discriminable dimensions of interoception have been defined: awareness, accuracy and sensibility. Some investigators defined interoceptive awareness as metacognitive awareness of interoceptive accuracy, assessed as correspondence between subjective confidence in and objective accuracy of one's heartbeat detection. However, metacognitive awareness has been understood quite differently: ‘a cognitive set in which negative thoughts/feelings are experienced as mental events, rather than as the self’ or as ‘error awareness’. Interoceptive sensibility, defined as self-reported interoception, distinguishes self-reported interoception from objective interoceptive accuracy, but does not differentiate between anxiety-driven and mindful attention styles towards interoceptive cues, a distinction of key clinical importance: one attention style is associated with somatization and anxiety disorders; the other has been viewed as healthy, adaptive, resilience-enhancing. The self-report Multidimensional Assessment of Interoceptive Awareness was developed to differentiate these attention styles. It has been translated into 16 languages and applied in cross-sectional and longitudinal studies. Findings from these applications suggest that differentiating interoceptive sensibility according to attention style and regulatory aspects (i) provides insights into the psychology of interoceptive awareness, (ii) differentiates between clinically maladaptive and beneficial interoceptive attention, and (iii) helps elucidate therapeutic approaches that claim to provide health benefits by training mindful styles of bodily awareness. This article is part of the themed issue ‘Interoception beyond homeostasis: affect, cognition and mental health’. PMID:28080970

  12. Attachment theory and group processes: the association between attachment style and group-related representations, goals, memories, and functioning.

    PubMed

    Rom, Eldad; Mikulincer, Mario

    2003-06-01

    Four studies examined attachment-style differences in group-related cognitions and behaviors. In Studies 1-2, participants completed scales on group-related cognitions and emotions. In Studies 3-4, participants were divided into small groups, and their performance in group tasks as well as the cohesion of their group were assessed. Both attachment anxiety and avoidance in close relationships were associated with negative group-related cognitions and emotions. Anxiety was also related to the pursuit of closeness goals and impaired instrumental performance in group tasks. Avoidance was related to the pursuit of distance goals and deficits in socioemotional and instrumental performance. Group cohesion significantly moderated the effects of attachment anxiety. The discussion emphasizes the relevance of attachment theory within group contexts.

  13. I think therefore I om: cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative affect, and hope.

    PubMed

    Sears, Sharon; Kraus, Sue

    2009-06-01

    This study examined cognitive distortions and coping styles as potential mediators for the effects of mindfulness meditation on anxiety, negative affect, positive affect, and hope in college students. Our pre- and postintervention design had four conditions: control, brief meditation focused on attention, brief meditation focused on loving kindness, and longer meditation combining both attentional and loving kindness aspects of mindfulness. Each group met weekly over the course of a semester. Longer combined meditation significantly reduced anxiety and negative affect and increased hope. Changes in cognitive distortions mediated intervention effects for anxiety, negative affect, and hope. Further research is needed to determine differential effects of types of meditation. Copyright 2009 Wiley Periodicals, Inc.

  14. The Empathy and Systemizing Quotient: The Psychometric Properties of the Dutch Version and a Review of the Cross-Cultural Stability.

    PubMed

    Groen, Y; Fuermaier, A B M; Den Heijer, A E; Tucha, O; Althaus, M

    2015-09-01

    The 'Empathy Quotient' (EQ) and 'Systemizing Quotient' (SQ) are used worldwide to measure people's empathizing and systemizing cognitive styles. This study investigates the psychometric properties of the Dutch EQ and SQ in healthy participants (n = 685), and high functioning males with autism spectrum disorder (n = 42). Factor analysis provided support for three subscales of the abridged 28-item EQ: Cognitive Empathy, Emotional Empathy and Social Skills. Overall, the Dutch EQ and SQ appeared reliable and valid tools to assess empathizing and systemizing cognitive style in healthy adults and high functioning adults with autism. The literature showed good cross-cultural stability of the SQ and EQ in Western countries, but in Asian countries EQ is less stable and less sensitive to sex differences.

  15. Six Myths About Spatial Thinking

    NASA Astrophysics Data System (ADS)

    Newcombe, Nora S.; Stieff, Mike

    2012-04-01

    Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about 'developmental appropriateness'. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education.

  16. Plasticity of human spatial cognition: spatial language and cognition covary across cultures.

    PubMed

    Haun, Daniel B M; Rapold, Christian J; Janzen, Gabriele; Levinson, Stephen C

    2011-04-01

    The present paper explores cross-cultural variation in spatial cognition by comparing spatial reconstruction tasks by Dutch and Namibian elementary school children. These two communities differ in the way they predominantly express spatial relations in language. Four experiments investigate cognitive strategy preferences across different levels of task-complexity and instruction. Data show a correlation between dominant linguistic spatial frames of reference and performance patterns in non-linguistic spatial memory tasks. This correlation is shown to be stable across an increase of complexity in the spatial array. When instructed to use their respective non-habitual cognitive strategy, participants were not easily able to switch between strategies and their attempts to do so impaired their performance. These results indicate a difference not only in preference but also in competence and suggest that spatial language and non-linguistic preferences and competences in spatial cognition are systematically aligned across human populations. Copyright © 2011 Elsevier B.V. All rights reserved.

  17. Individual differences in cardiorespiratory measures of mental workload: An investigation of negative affectivity and cognitive avoidant coping in pilot candidates.

    PubMed

    Grassmann, Mariel; Vlemincx, Elke; von Leupoldt, Andreas; Van den Bergh, Omer

    2017-03-01

    Cardiorespiratory measures provide useful information in addition to well-established self-report measures when monitoring operator capacity. The purpose of our study was to refine the assessment of operator load by considering individual differences in personality and their associations with cardiorespiratory activation. Physiological and self-report measures were analyzed in 115 pilot candidates at rest and while performing a multiple task covering perceptual speed, spatial orientation, and working memory. In the total sample and particularly in individuals with a general tendency to worry a lot, a cognitive avoidant coping style was associated with a smaller task-related increase in heart rate. Negative affectivity was found to moderate the association between cardiac and self-reported arousal. Given that physiological and self-report measures of mental workload are usually combined when evaluating operator load (e.g., in pilot selection and training), our findings suggest that integrating individual differences may reduce unexplained variance and increase the validity of workload assessments. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. The entrepreneur from a cognitive approach.

    PubMed

    Sánchez, José C; Carballo, Tania; Gutiérrez, Andrea

    2011-08-01

    The cognitive approach to entrepreneurship is a response to the limitations of the trait approach. Its aim is to explain entrepreneurial behavior through cognitions. The main body of research has studied cognitive elements such as scripts, self-efficacy, cognitive styles and heuristics. Understanding entrepreneurial cognition represents a potential and productive field of research that, to date, has received little attention. In this article, we review and highlight the most important contributions of Cognitive Psychology to the field of entrepreneurship; we point out some of the limitations and suggest new avenues of enquiry.

  19. The Brain and Learning: Examining the Connection between Brain Activity, Spatial Intelligence, and Learning Outcomes in Online Visual Instruction

    ERIC Educational Resources Information Center

    Lee, Hyangsook

    2013-01-01

    The purpose of the study was to compare 2D and 3D visual presentation styles, both still frame and animation, on subjects' brain activity measured by the amplitude of EEG alpha wave and on their recall to see if alpha power and recall differ significantly by depth and movement of visual presentation style and by spatial intelligence. In addition,…

  20. The cognitive and affective structure of paranoid delusions: a transdiagnostic investigation of patients with schizophrenia spectrum disorders and depression.

    PubMed

    Bentall, Richard P; Rowse, Georgina; Shryane, Nick; Kinderman, Peter; Howard, Robert; Blackwood, Nigel; Moore, Rosie; Corcoran, Rhiannon

    2009-03-01

    Paranoid delusions are a common symptom of a range of psychotic disorders. A variety of psychological mechanisms have been implicated in their cause, including a tendency to jump to conclusions, an impairment in the ability to understand the mental states of other people (theory of mind), an abnormal anticipation of threat, and an abnormal explanatory style coupled with low self-esteem. To determine the structure of the relationships among psychological mechanisms contributing to paranoia in a transdiagnostic sample. Cross-sectional design, with relationships between predictor variables and paranoia examined by structural equation models with latent variables. Publicly funded psychiatric services in London and the North West of England. One hundred seventy-three patients with schizophrenia spectrum disorders, major depression, or late-onset schizophrenia-like psychosis, subdivided according to whether they were currently experiencing paranoid delusions. Sixty-four healthy control participants matched for appropriate demographic variables were included. Assessments of theory of mind, jumping to conclusions bias, and general intellectual functioning, with measures of threat anticipation, emotion, self-esteem, and explanatory style. The best fitting (chi(2)(96) = 131.69, P = .01; comparative fit index = 0.95; Tucker-Lewis Index = 0.96; root-mean-square error of approximation = 0.04) and most parsimonious model of the data indicated that paranoid delusions are associated with a combination of pessimistic thinking style (low self-esteem, pessimistic explanatory style, and negative emotion) and impaired cognitive performance (executive functioning, tendency to jump to conclusions, and ability to reason about the mental states of others). Pessimistic thinking correlated highly with paranoia even when controlling for cognitive performance (r = 0.65, P < .001), and cognitive performance correlated with paranoia when controlling for pessimism (r = -0.34, P < .001). Both cognitive and emotion-related processes are involved in paranoid delusions. Treatment for paranoid patients should address both types of processes.

  1. The Weak Coherence Account: Detail-Focused Cognitive Style in Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Happe, Francesca; Frith, Uta

    2006-01-01

    "Weak central coherence" refers to the detail-focused processing style proposed to characterise autism spectrum disorders (ASD). The original suggestion of a core deficit in central processing resulting in failure to extract global form/meaning, has been challenged in three ways. First, it may represent an outcome of superiority in local…

  2. Science Achievement in TIMSS Cognitive Domains Based on Learning Styles

    ERIC Educational Resources Information Center

    Kablan, Zeynel; Kaya, Sibel

    2013-01-01

    Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…

  3. Cognitive styles of Forest Service scientists and managers in the Pacific Northwest.

    Treesearch

    Andrew B. Carey

    1997-01-01

    Preferences of executives, foresters, and biologists of the Pacific Northwest Research Station and executives, District Rangers, foresters, engineers, and biologists of the Pacific Northwest Region, National Forest System (USDA Forest Service), were compared for various thinking styles. Herrmann brain dominance profiles from 230 scientists and managers were drawn from...

  4. What Produces Television Attention and Attention Style? Genre, Situation, and Individual Differences as Predictors

    ERIC Educational Resources Information Center

    Hawkins, Robert P.; Pingree, Suzanne; Hitchon, Jacqueline; Radler, Barry; Gorham, Bradley W.; Kahlor, Leeann; Gilligan, Eileen; Serlin, Ronald C.; Schmidt, Toni; Kannaovakun, Prathana; Kolbeins, Gudbjorg Hildur

    2005-01-01

    Individual looks at television vary enormously in length, and this has previously indicated differences in ongoing cognitive processes. Furthermore, the relative frequency of looks of different lengths may indicate styles of attention to television. This article compares visual attention of 152 subjects across a variety of genres and examines…

  5. Assessing the Effects of Different Multimedia Materials on Emotions and Learning Performance for Visual and Verbal Style Learners

    ERIC Educational Resources Information Center

    Chen, Chih-Ming; Sun, Ying-Chun

    2012-01-01

    Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners…

  6. From Structure to Content: Evidence for Styles of Thinking in Adulthood.

    ERIC Educational Resources Information Center

    Laipple, Joseph S.; Jurden, Frank H.

    A study examined the age-related differences in impersonal (objective) and personal (subjective) styles of thinking and the influences these differences have on traditional cognitive measures. Data were obtained from two 2-hour interviews with 333 participants in their homes, at senior centers, or on a university campus. All participants were…

  7. Cognitive Development Masks Support for Attributional Style Models of Depression in Children and Adolescents

    ERIC Educational Resources Information Center

    Weitlauf, Amy S.; Cole, David A.

    2012-01-01

    Attributional style models of depression in adults (Abramson et al. 1989, 1978) have been adapted for use with children; however, most applications do not consider that children's understanding of causal relations may be qualitatively different from that of adults. If children's causal attributions depend on children's level of cognitive…

  8. Learned Helplessness: Shifts in Affect Following Uncontrollability and the Relationship to Attributional Style.

    ERIC Educational Resources Information Center

    Bauer, Allison

    This study investigated the reformulated theory of learned helplessness, centering around attributional style in the cause of cognitive and emotional deficits. Subjects (N=58) were undergraduate and graduate psychology students at the University of Alabama at Huntsville. Subjects were divided into an experimental group (N=30) who received…

  9. Perceptual Learning Style Preferences among Iranian Graduate Students

    ERIC Educational Resources Information Center

    Naserieh, Farid; Sarab, Mohammad Reza Anani

    2013-01-01

    Research suggests that a host of cognitive, affective, and perceptual variables are at work when individuals go about the task of second or foreign language learning. Among these variables are learning styles that are habitual ways of perceiving, processing, and storing information. This study was conducted as a response to Isemonger and…

  10. Theory of Mind at Home: Linking Authoritative and Authoritarian Parenting Styles to Children's Social Understanding

    ERIC Educational Resources Information Center

    O'Reilly, Jessica; Peterson, Candida C.

    2014-01-01

    Building on Vinden's pioneering research [(2001). Parenting attitudes and children's understanding of mind: A comparison of Korean American and Anglo-American families. "Cognitive Development", 16, 793-809], we examined how parents' use of authoritative versus authoritarian styles of discipline related to their children's development of…

  11. Personality and problem-solving in common mynas (Acridotheres tristis).

    PubMed

    Lermite, Françoise; Peneaux, Chloé; Griffin, Andrea S

    2017-01-01

    Animals show consistent individual differences in behaviour across time and/or contexts. Recently, it has been suggested that proactive personality types might also exhibit fast cognitive styles. The speed with which individuals sample environmental cues is one way in which correlations between personality and cognition might arise. Here, we measured a collection of behavioural traits (competitiveness, neophobia, neophilia, task-directed motivation and exploration) in common mynas (Acridotheres tristis) and measured their relationship with problem solving. We predicted that fast solving mynas would interact with (i.e. sample) the problem solving task at higher rates, but also be more competitive, less neophobic, more neophilic, and more exploratory. Mynas that were faster to solve a novel foraging problem were no more competitive around food and no more inclined to take risks. Unexpectedly, these fast-solving mynas had higher rates of interactions with the task, but also displayed lower levels of exploration. It is possible that a negative relation between problem solving and spatial exploration arose as a consequence of how inter-individual variation in exploration was quantified. We discuss the need for greater consensus on how to measure exploratory behaviour before we can advance our understanding of relationships between cognition and personality more effectively. Copyright © 2016 Elsevier B.V. All rights reserved.

  12. Spatial cognition

    NASA Technical Reports Server (NTRS)

    Kaiser, Mary Kister; Remington, Roger

    1988-01-01

    Spatial cognition is the ability to reason about geometric relationships in the real (or a metaphorical) world based on one or more internal representations of those relationships. The study of spatial cognition is concerned with the representation of spatial knowledge, and our ability to manipulate these representations to solve spatial problems. Spatial cognition is utilized most critically when direct perceptual cues are absent or impoverished. Examples are provided of how human spatial cognitive abilities impact on three areas of space station operator performance: orientation, path planning, and data base management. A videotape provides demonstrations of relevant phenomena (e.g., the importance of orientation for recognition of complex, configural forms). The presentation is represented by abstract and overhead visuals only.

  13. Measuring the style of innovative thinking among engineering students

    NASA Astrophysics Data System (ADS)

    Passig, David; Cohen, Lizi

    2014-01-01

    Background: Many tools have been developed to measure the ability of workers to innovate. However, all of them are based on self-reporting questionnaires, which raises questions about their validity Purpose: The aim was to develop and validate a tool, called Ideas Generation Implementation (IGI), to objectively measure the style and potential of engineering students in generating innovative technological ideas. The cognitive framework of IGI is based on the Architectural Innovation Model (AIM). Tool description: The IGI tool was designed to measure the level of innovation in generating technological ideas and their potential to be implemented. These variables rely on the definition of innovation as 'creativity, implemented in a high degree of success'. The levels of innovative thinking are based on the AIM and consist of four levels: incremental innovation, modular innovation, architectural innovation and radical innovation. Sample: Sixty experts in technological innovation developed the tool. We checked its face validity and calculated its reliability in a pilot study (kappa = 0.73). Then, 145 undergraduate students were sampled at random from the seven Israeli universities offering engineering programs and asked to complete the questionnaire. Design and methods: We examined the construct validity of the tool by conducting a variance analysis and measuring the correlations between the innovator's style of each student, as suggested by the AIM, and the three subscale factors of creative styles (efficient, conformist and original), as suggested by the Kirton Adaptors and Innovators (KAI) questionnaire. Results: Students with a radical innovator's style inclined more than those with an incremental innovator's style towards the three creative cognitive styles. Students with an architectural innovator's style inclined moderately, but not significantly, towards the three creative styles. Conclusions: The IGI tool objectively measures innovative thinking among students, thus allowing screening of potential employees at an early stage, during their undergraduate studies. The tool was found to be reliable and valid in measuring the style and potential of technological innovation among engineering students.

  14. Age-related similarities and differences in monitoring spatial cognition.

    PubMed

    Ariel, Robert; Moffat, Scott D

    2018-05-01

    Spatial cognitive performance is impaired in later adulthood but it is unclear whether the metacognitive processes involved in monitoring spatial cognitive performance are also compromised. Inaccurate monitoring could affect whether people choose to engage in tasks that require spatial thinking and also the strategies they use in spatial domains such as navigation. The current experiment examined potential age differences in monitoring spatial cognitive performance in a variety of spatial domains including visual-spatial working memory, spatial orientation, spatial visualization, navigation, and place learning. Younger and older adults completed a 2D mental rotation test, 3D mental rotation test, paper folding test, spatial memory span test, two virtual navigation tasks, and a cognitive mapping test. Participants also made metacognitive judgments of performance (confidence judgments, judgments of learning, or navigation time estimates) on each trial for all spatial tasks. Preference for allocentric or egocentric navigation strategies was also measured. Overall, performance was poorer and confidence in performance was lower for older adults than younger adults. In most spatial domains, the absolute and relative accuracy of metacognitive judgments was equivalent for both age groups. However, age differences in monitoring accuracy (specifically relative accuracy) emerged in spatial tasks involving navigation. Confidence in navigating for a target location also mediated age differences in allocentric navigation strategy use. These findings suggest that with the possible exception of navigation monitoring, spatial cognition may be spared from age-related decline even though spatial cognition itself is impaired in older age.

  15. Cognitive vulnerability to depression during middle childhood: Stability and associations with maternal affective styles and parental depression

    PubMed Central

    Hayden, Elizabeth P.; Olino, Thomas M.; Mackrell, Sarah V.M.; Jordan, Patricia L.; Desjardins, Jasmine; Katsiroumbas, Patrice

    2014-01-01

    Theories of cognitive vulnerability to depression (CVD) imply that CVD is early-emerging and trait-like; however, little longitudinal work has tested this premise in middle childhood, or examined theoretically relevant predictors of child CVD. We examined test–retest correlations of self-referent encoding task performance and self-reported attributional styles and their associations with parental characteristics in 205 seven-year-olds. At baseline, child CVD was assessed, structured clinical interviews were conducted with parents, and ratings of observed maternal affective styles were made. Children’s CVD was re-assessed approximately one and two years later. Both measures of children’s CVD were prospectively and concurrently associated with children’s depressive symptoms and showed modest stability. Multilevel modeling indicated that maternal criticism and paternal depression were related to children’s CVD. Findings indicate that even early-emerging CVD is a valid marker of children’s depression risk. PMID:25392596

  16. Personality and Post-traumatic Growth of Adolescents 42 Months after the Wenchuan Earthquake: A Mediated Model.

    PubMed

    An, Yuanyuan; Ding, Xu; Fu, Fang

    2017-01-01

    The aim of this study was to examine the relationship of teenagers' post-traumatic growth (PTG) and personality and coping style by developing a mediating model with matched data from 772 adolescents. The sample consisted of 772 adolescents (mean age = 12.93, SD = 1.80) from several middle schools located in the areas that were most severely affected by the earthquake. Five factor model of personality, Coping Style Scale and Post-traumatic Growth Inventory were used to measure personality, coping and PTG of adolescents respectively. The results showed that the mean of PTG is 2.87 ( SD = 0.93). Moreover, the relationship between personality and PTG is mediated by cognitive coping. The model's fit indices indicated a good fit (CFI = 0.996, TLI = 0.962, NFI = 0.994, RMSEA = 0.055). Results showed that a positive cognition coping style mediated the relationship between personality and PTG.

  17. Psychopathology, family functioning, and cognitive style in urban adolescents with suicide attempts.

    PubMed

    Summerville, M B; Kaslow, N J; Abbate, M F; Cronan, S

    1994-04-01

    This study examined psychopathology, family functioning, and cognitive style in 121 African-American adolescents who attempted suicide. Group means suggested that these youths, when taken together, were not reporting significant psychological distress. However, after classifying the youths into three groups by level of depressive symptoms interesting findings emerged. Youth self-reports of depressive symptoms on the Children's Depression Inventory were associated with the presence of internalizing and externalizing disorders on the Youth Self-Report and Child Behavior Checklist, and with a maladaptive attributional style. Sixty-seven percent of participants classified their family types as maladaptive in terms of levels of cohesion and/or adaptability. In fact, the majority of adolescents and parents reported their families as disengaged. These findings are discussed from a culturally and developmentally sensitive framework which considers key demographic variables (race, socioeconomic status, age). Clinical implications are offered for individual and family interventions.

  18. The relationship between leadership style and provision of the first Danish publicly reimbursed cognitive pharmaceutical service--a qualitative multicase study.

    PubMed

    Kaae, Susanne; Søndergaard, Birthe; Haugbølle, Lotte Stig; Traulsen, Janine Morgall

    2011-06-01

    Evidence suggests that leadership style is important to the sustainability of cognitive pharmaceutical services, yet only scarce literature on the relationship exists. Support of the sustainability of the first publicly reimbursed cognitive service in Denmark, the Inhaler Technique Assessment Service (ITAS), was ascertained through a qualitative study to explore how leadership style shapes the implementation process of the service. Sustainability in this project was defined as the state where those asthma patients whose symptom status is negatively clinically affected (as defined by Global Initiative for Asthma guidelines) by inappropriate inhalation technique are identified and offered the service by pharmacy staff. The study was an exploratory qualitative multicase study that used triangulation of both data sources and methods. A theoretical framework of Bolman and Deal inspired the analysis of how leadership style influenced the local process of implementation of the ITAS. Four pharmacies were selected for the analysis because they differed in terms of leadership actions in their implementation process and achievement of ITAS sustainability. The analysis was inductive and linked factors that influence ITAS provision as perceived by employees with the interpreted leadership style of the owner. Three main themes emerged: (1) the alignment of the owner and staff values, (2) whether owners perceived ITAS development as being under their own control, and (3) whether owners explicated the responsibilities of employees in the implementation process. The themes were interrelated. Pharmacy owner's leadership style was significant to sustainability of the ITAS. A strong wish by the owner to have ITAS implemented was important, followed by aligning the owner's values and visions with those of the employees. The widespread perception by owners that experienced users are not interested in the ITAS needs to be addressed to achieve sustainability. Copyright © 2011 Elsevier Inc. All rights reserved.

  19. Eyeblink rate watching classical Hollywood and post-classical MTV editing styles, in media and non-media professionals

    PubMed Central

    Andreu-Sánchez, Celia; Martín-Pascual, Miguel Ángel; Gruart, Agnès; Delgado-García, José María

    2017-01-01

    While movie edition creates a discontinuity in audio-visual works for narrative and economy-of-storytelling reasons, eyeblink creates a discontinuity in visual perception for protective and cognitive reasons. We were interested in analyzing eyeblink rate linked to cinematographic edition styles. We created three video stimuli with different editing styles and analyzed spontaneous blink rate in participants (N = 40). We were also interested in looking for different perceptive patterns in blink rate related to media professionalization. For that, of our participants, half (n = 20) were media professionals, and the other half were not. According to our results, MTV editing style inhibits eyeblinks more than Hollywood style and one-shot style. More interestingly, we obtained differences in visual perception related to media professionalization: we found that media professionals inhibit eyeblink rate substantially compared with non-media professionals, in any style of audio-visual edition. PMID:28220882

  20. Eyeblink rate watching classical Hollywood and post-classical MTV editing styles, in media and non-media professionals.

    PubMed

    Andreu-Sánchez, Celia; Martín-Pascual, Miguel Ángel; Gruart, Agnès; Delgado-García, José María

    2017-02-21

    While movie edition creates a discontinuity in audio-visual works for narrative and economy-of-storytelling reasons, eyeblink creates a discontinuity in visual perception for protective and cognitive reasons. We were interested in analyzing eyeblink rate linked to cinematographic edition styles. We created three video stimuli with different editing styles and analyzed spontaneous blink rate in participants (N = 40). We were also interested in looking for different perceptive patterns in blink rate related to media professionalization. For that, of our participants, half (n = 20) were media professionals, and the other half were not. According to our results, MTV editing style inhibits eyeblinks more than Hollywood style and one-shot style. More interestingly, we obtained differences in visual perception related to media professionalization: we found that media professionals inhibit eyeblink rate substantially compared with non-media professionals, in any style of audio-visual edition.

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