Abstract
Abstract The paper explores the concept of cognitive style as a feature of individuality and its importance as a component of problem‐solving. Also considered are the nature of the problem and the interpretation of the situation by the person encountering the problem as vital influences. A review of work in this area is provided before supporting empirical evidence is presented. Findings from a controlled investigation of the problem‐solving abilities of 142 students studying physics at advanced secondary school level in the UK are given. A comparison of their solving activities with Field Articulation, Category Width and Impulsivity Reflectivity scores suggests that while further work must be carried out, caution must be exercised in making any extravagant claims for the importance of cognitive style in overall problem‐solving ability.
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