Search results for "Cognitive Style"
showing 10 items of 35 documents
Assessment preferences of preservice teachers: analysis according to academic level and relationship with learning styles and motivational orientation
2011
This study analyze the preferences of preservice teachers about different assessment procedures, and the relationship of these preferences with the students’ academic levels, learning styles and motivational orientations. The participants were 248 students in the Teaching degree program (124 first-year students and 124 in their third-year). The results confirmed that the preferences were structured on the basis of two orthogonal dimensions (preferences for conventional and non-conventional methods). There is also a sharp reduction in preferences for conventional procedures depending on the academic level considered, while a slight increase is observed in preferences for non-conventional one…
The Italian version of the Cognitive Style Indicator and its association with decision-making preferences
2018
By adopting a more flexible view, Cools and Van den Broeck (2007) developed the Cognitive Style Indicator (CoSI) which includes three 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 three factor structure of the CoSI within the Italian context, whereas the second was to verify whether cognitive styles, as measured by the CoSI, accounted for individual differences in decision-making processes. Two studies were conducted using two different samples (n = 549 and n = 397). C…
Cognitive vulnerability to depressive symptoms in children: the protective role of self-efficacy beliefs in a multi-wave longitudinal study.
2014
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,…
Identity Processing Orientation, Cognitive and Behavioural Strategies and Well-being
1997
The aim of this study was to investigate interrelationships among the identity negotiation styles that people use, the cognitive and behavioural strategies they deploy, and their sense of subjective well-being. To examine this, 198 American and 109 Finnish college students completed the Identity Style Inventory, the Strategy and Attribution Questionnaire, Rosenberg’s Self-esteem Scale, and the revised Beck’s Depression Inventory. Results showed that people with an information-oriented identity style reported the highest level of self-esteem, those with a normative style had the most stable self-conceptions, and those with a diffuse/avoidant style displayed the highest level of depressive s…
The relationship among students' and teachers' thinking styles, psychological needs and motivation
2014
Abstract This study examines the relationship among students' and teachers' thinking styles, student psychological needs (autonomy, competence and relatedness), and their reports of intrinsic motivation in the Psychology Degree context. The sample comprised 266 Spanish undergraduate students. Spanish adapted version scales were used to assess the constructs considered in this study. The original scales were created based on the mental self-government and the Self-Determination Theories. Structural equation analyses reveal that the teachers' and students' Type I thinking styles have a significant and positive impact on student psychological need satisfaction, whereas students' and the teache…
Active Methods Concerning Skills Formation of the Sensory and Textural Analysis of Cheese
2017
The fundamental objective of this research is establishing favorable active methods applied to students in laboratory work, taking into account the peculiarities of students and the theme specificity so that they form certain practical skills to sensory and textural analysis of cheese. For the research purposes, students were grouped from one of the specializations in two heterogeneous groups. Taking into account their potential for learning, a different method of teaching and learning was applied separately for both groups of students. These methods are associated with other active methods for the skills training of sensory analysis of cheese and to stimulate the student’s creativity. Fin…
Do absolute pitch possessors have a field independent cognitive style?
2009
The factors contributing to the development of absolute pitch (AP) are still not fully understood. It seems to be neither completely inherited nor completely teachable. This study tested the hypothesis, that individual differences in cognitive style influence AP development. Specifically, it investigated whether adult AP possessors can be characterized by a field independent cognitive style while handling visual and musical tasks. Thirty professional musicians performed tests of absolute and relative pitch abilities, a visual and a musical task measuring field independence, and visual tasks measuring intellectual functioning. The absolute pitch test resulted in a continuous distribution of …
Mental Models, Magical Thinking, and Individual Differences
2009
Broadly, there are two mutually exclusive accounts of how people (nonspecialist users) reason about and conceptualize interactive technology. The first is based on classical cognitive psychology and is characterized by the term mental model. The second, drawing on concepts from social cognition, observes that people often anthropomorphize technology. We argue that people are able to exhibit both of these quite different styles of cognition, which Baron-Cohen has described as systemizing and empathizing. The former is associated with the drive to analyze, explore, and construct a system, whereas the latter is the ability to spontaneously tune into another’s thoughts and feelings. The propens…
The joint evolution of learning and dispersal maintains intraspecific diversity in metapopulations
2021
The evolution of dispersal tendencies and of cognitive abilities have both been intensely studied. Yet little attention has been given to the question of how these two aspects may relate to each other, as a result of their joint evolution. On the one hand, learning abilities may help dispersers to cope with their new habitat. On the other hand, dispersal may sometimes reduce the need for learning, because local environments may differ in how much there is to learn. To get a better understanding of this relationship, we built an individual‐based simulation in which both learning speed and dispersal tendency were free to evolve. We found that both positive and negative correlations could evol…
Validation of the German Version of the Music-Empathizing-Music-Systemizing (MEMS) Inventory (Short Version)
2018
Background: Kreutz et al. (2008) developed the Music-Empathizing-Music-Systemizing (ME-MS) Inventory to extend Baron-Cohen's cognitive style theory to the domain of music. We sought to confirm the ME-MS construct in a German sample and to explore these individual differences in relation to music preferences. Methods: The German adaptation of the MEMS Inventory was achieved by forward and backward translation. A total of 1014 participants (532 male, age: 33.79 ± 11.89 years) completed the 18-item short version of the MEMS Inventory online. Confirmatory factor analysis (CFA) was performed and cut-off values were established to identify individuals who could be classified as ME, Balanced, or M…