Cognitive Styles Analysis Research Articles

Analysis of Field Dependent and Field Independent Cognitive Styles in Solving Science Problems in Elementary Schools

This research aims to determine the results of the Science Problem Solving Test, describing students' Field Dependent and Field Independent cognitive styles in solving science problems. The research method used is Mixed Methods, which uses Sequential Explanatory Design. The research results showed that the field-independent and field-dependent students' science problem-solving tests were good. This is proven by using a one-sample t-test with a Sig (2-tailed) result of 0.005. which is smaller than 0.05. The cognitive style of field-dependent students in solving science problems, according to the Polya Stage theory, have difficulty absorbing information, so they do not understand the problem and are unable to explain using their sentences, think globally. The cognitive style of field-independent students in solving science problems is effortless to absorb information so that they can understand the situation thoroughly, analytically, and systematically so that they can present the correct solution steps by determining arithmetic operations that are relevant to the problem.

Can We Interpret Implicitness?

This study investigates whether cognitive styles have an effect on the interpretation of implications hidden in speech and examines the Event-Related Potential (ERP) pattern of this effect. In the first study (104 participants), a Cognitive Style Analysis (CSA) test, an interpretation task (meaning), Indirectness Scale, Cultural Communication Scale-Turkish (CCS-TUR), and information collection forms were used as data collection tools. In the second study (29 participants), an interpretation task (implicitness) and the EEG-ERP system were used. In the meaning interpretation task, the analyses revealed that individuals with an Analytic CS tendency preferred interpretations containing implications less than individuals with Holistic CS. In addition, it has been observed that individuals with an Analytic CS tendency focus their attention more when asking questions for the texts in the implicitness interpretation task according to the ERP patterns. This may be an indication that brain function is physically different in all individuals when interacting with each other.

Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses

The digitalization system that continues to roll has brought changes to the learning system, where face-to-face learning is replaced by an online system. On the one hand, learning experiences to acquire critical thinking (CT) skills as one of the essential skills of the 21st century must also be encouraged. The objective of this study is to assess students’ CT skills in terms of cognitive style by implementing the problem-based e-learning (e-PBL) model in mathematics courses. This study is an evaluative study with an experimental approach, where as many as 28 students as research samples were taken purposively from Mandalika University of Education, Indonesia. A set of instruments was prepared to measure every aspect of CT and cognitive style, including descriptive and statistical data analysis so that the results of the CT assessment were found. In general, the results of the CT evaluation show that e-PBL is effective in improving students’ CT skills, so this is a recommendation to use e-PBL widely and intensively.

Brain-Adjusted Relational Leadership: A Social-Constructed Consciousness Approach to Leader-Follower Interaction.

Relationship-based approaches to leadership represent one of the fastest-growing leadership fields and help us to understand better organizational leadership. Relation-based approaches emphasize the relationship and interaction between the leader and the follower. The emphasis is placed on the way that they interact and influence each other at attaining mutual goals. It is known that leaders are linked to followers and vice versa in a sense of responding to other's needs toward the achievement of mutual goals. Leaders and followers are an essential part of this social process implying that they are losing their traditional identity rooted in the formal organizational structure (manager-subordinate) and become inseparable actors of a co-constructing process of leadership. What is less known though is the way that leadership actors are linked to each other and in particular how they try to understand how to do that in the workplace. What is even less understood is the importance and role of consciousness in this relationship. Especially since consciousness appears to be both a fundamental and a very elusive element in human relations. Therefore, this paper conceptually explores the concept of consciousness within the context of the social brain theory to argue that leadership actors need to rethink their approach to individuality and focus on mutually dependent relations with each other. This paper contributes to the field of Neuro-management by introducing the concept of Homo Relationalis. In this respect, we suggest that leadership is not just a socially constructed element but also a social brain constructed phenomenon that requires an understanding of the human brain as a social organ. We further recommend a new approach of applying cognitive style analysis to capture the duality of leader/follower in the same person, following the self-illusion theory. Finally, we conclude that we need to further emphasize a social brain-adjusted relational leadership approach and we introduce two new cognitive styles that can help capture the essence of it.

Cognitive Styles on Media and Technology Usage and Attitude

People began to spend more time with devices as technology developed. The increasingly widespread use of technology in daily life has triggered new studies on this subject. Evaluated as a personal attribute, cognitive style affects individual behavior in all aspects of life. Nowadays, in parallel to the increased use of media and technology, it has become of interest how this personal attribute affects the use of media and technology. Actually, the ways people use technology indicate or affected by their cognitive styles. This study aims at determining the relationships between the cognitive styles of university students and the manners they use technology and media. The student participants were selected from social science departments (total of 94 students from the departments of psychology, sociology, and philosophy) and the Computer Technology and Information Systems (CTIS) department (total of 74 students). Of the 171 participants, 94 were female and 77 were male and their ages ranged from 19 to 27 (mean = 21.08; sd = 1.35). The participants were given a parallel form of the Cognitive Style Analysis (CSA) test on a computer and then were asked to complete the media and technology usage and manners scale. According to the results of analyses, social science students were found to be leaning towards verbal cognitive style, whereas the CTIS students tended to the visual cognitive style. In addition, the participants with the analytic cognitive style preference were found to have more social network friends than those who leaned towards the holistic cognitive style. Overall findings indicate that analytic cognitive style is associated with tendency to socialize in using media and technology, whereas the holistic cognitive style is associated with individualistic tendencies.

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.

BackgroundElectronic 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.ObjectiveThe 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.MethodsThis 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.ResultsAll 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).ConclusionsMobile 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 RegistrationClinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

Exploring the impact of cognitive style profiles on different learning approaches: Empirical evidence for adopting a person-centered perspective

This study aims to clarify whether and how various configurations of three cognitive style dimensions (creating, knowing, and planning) emerge among graduate business students, with differential impacts on their learning approaches. With a person-centered, latent transition analysis of cognitive styles, the authors identify several distinct cognitive style profiles: a moderate cognitive style profile, a dominant creating and knowing style profile, a dominant creating and low planning style profile, and a dominant planning and low creating style profile. The analysis also offers evidence of the trait-like character of these cognitive style profiles, by demonstrating their temporal stability. Furthermore, significant differences arise across profiles in terms of how they relate to different learning approaches (strategic, deep, and surface learning).

The political psychology of Israeli prime ministers: when hard-liners opt for peace. By Yael S. Aronoff

In this work, Yael S. Aronoff studies six Israeli prime ministers: Yitzhak Shamir, Binyamin Netanyahu, Ariel Sharon, Yitzhak Rabin, Ehud Barak and Shimon Peres, and explains why some departed from doctrinaire political and ideological positions on matters such as the Arab—Israeli peace process and regional political settlement, while others did not. The author traces the leaders’ psychological and political conduct using an ideological index, revealing whether the individuals felt time to be on Israel's side; their ideological goals; whether they saw the world as being for or against Israel; how much peace might contribute to security; and whether peace required territorial compromise. In addition, Aronoff conducts a cognitive style analysis of the leaders relating to, inter alia, their risk propensity, cognitive flexibility, emotional intelligence and image of the enemy. Commencing with Shamir, Aronoff describes a leader averse to compromise on issues he considered vital to Israel's national interests. Nowhere was this better highlighted than in the standoff between the Israeli Prime Minister and the White House of George H. W. Bush, when, in 1992, Jerusalem had to choose between continued construction in the Occupied Territories or American loan guarantees. Shamir chose the former, and, along with Bush, was voted out of power. However, Shamir did attend the 1991 peace conference in Madrid, thereby revealing a tactical, rather than strategic shift. The emerging theme of change continues in the chapter dealing with Netanyahu, who, although sceptical of the Oslo Accords, nevertheless ratified them and went on to sign the Wye Agreement. Aronoff also highlights the importance of the relationship between Netanyahu and Obama, which, in the buildup to, and aftermath of, the recent Israeli elections has taken on a new energy. No observer could have failed to notice the discord between the two leaders surrounding Netanyahu's 2015 speech to Congress, further compounded by US condemnation of the rhetoric employed domestically by Netanyahu on the eve of his recent election victory. Aronoff does justice to Ariel Sharon in the chapter dedicated to the latter-day peacemaker. Special attention is paid to his unlikely rise to power in 2001, his exit from the Likud, his creation of the centrist political party Kadima and Israel's unilateral withdrawal from Gaza. Sharon explained his political transformation in a succinct sentence after becoming prime minister. Talking of the Prime Minister's Office, he stated: ‘What I see from here, I didn't see from there’.

The effect of Cognitive Style Analysis (CSA) test on achievement: A meta-analytic review

Riding's (1991) Cognitive Style Analysis test has been a popular UK test of the verbal–imagery and wholistic–analytic cognitive style dimensions. Researchers have claimed numerous academic advantages for these style dimensions, but the direction of the effects is inconsistent. A meta-analysis was therefore conducted that used the CSA along with an academic outcome measure. While 25 studies met the inclusion criteria, only 15 provided sufficient information for statistical analysis. The studies included five experimental and 10 observational studies and involved participants in primary, secondary and tertiary institutions. The results show no clear academic achievement advantage for either the verbal–imagery cognitive style dimension or the wholistic–analytic cognitive style dimension, regardless of the learning task or environment. While the final sample of included studies was relatively small the results of this meta-analysis suggest that the relationship between the CSA's cognitive style dimensions and academic achievement, if any, is likely to be negligible.

The impact of users’ verbal/imagery cognitive styles on their Web search behavior

Purpose – The purpose of this paper is to investigate the effects of verbal-imagery cognitive styles of information searching behavior of users in using the Web. Design/methodology/approach – In all, 44 participants were recruited for this study. The participants’ cognitive styles were measured by using Riding's Cognitive Style Analysis test. Three search tasks were designed based on Kim's search task definitions. Moreover, an individual lab session was arranged and then participants’ memos were analyzed using content analysis. Findings – In all, 48 strategies in four categories of behaviors in searching the Web were identified. There were associations between users’ cognitive styles and their information searching behavior. The participants’ selection of the search initiation behaviors varied, so that imagers suffered from more varied initial behavior than verbalizers. The verbalizers tended to search in a narrow area, then broadening the area and following structured navigation and reading behavior to process information, while imagers tended to search in a general area, then narrowing down the search and adopting mixed navigational styles and mixed behaviors to process information. This study revealed that there was a difference in search performance of verbalizers and imagers descriptively, as verbalizers spent more time compared to imagers and imagers visited more nodes than verbalizers for the tasks completion. In addition, the task was an important variable influencing the search performance. Based on the key findings (search initiation behaviors, formulating search queries, navigational behaviors, information processing behaviors), a conceptual pattern of Web searching and cognitive styles is presented. Research limitations/implications – The study provides a new understanding of Web users’ information search behavior based on cognitive styles which contributes to the theoretical basis of Web search research. It also raises various questions within the context of user studies Originality/value – The paper adopted a mixed approach in the area of information searching on the Web. A valuable contribution lies in the methods developed.

Cognitive requirements of competing neuro-behavioral decision systems: some implications of temporal horizon for managerial behavior in organizations.

Interpretation of managerial activity in terms of neuroscience is typically concerned with extreme behaviors such as corporate fraud or reckless investment (Peterson, 2007; Wargo et al., 2010a). This paper is concerned to map out the neurophysiological and cognitive mechanisms at work across the spectrum of managerial behaviors encountered in more day-to-day contexts. It proposes that the competing neuro-behavioral decisions systems (CNBDS) hypothesis (Bickel et al., 2012b) captures well the range of managerial behaviors that can be characterized as hyper- or hypo-activity in either the limbically-based impulsive system or the frontal-cortically based executive system with the corresponding level of activity encountered in the alternative brain region. This pattern of neurophysiological responding also features in the Somatic Marker Hypothesis (Damasio, 1994) and in Reinforcement Sensitivity Theory (RST; Gray and McNaughton, 2000; McNaughton and Corr, 2004), which usefully extend the thesis, for example in the direction of personality. In discussing these theories, the paper has three purposes: to clarify the role of cognitive explanation in neuro-behavioral decision theory, to propose picoeconomics (Ainslie, 1992) as the cognitive component of competing neuro-behavioral decision systems theory and to suggest solutions to the problems of imbalanced neurophysiological activity in managerial behavior. The first is accomplished through discussion of the role of picoeconomics in neuro-behavioral decision theory; the second, by consideration of adaptive-innovative cognitive styles (Kirton, 2003) in the construction of managerial teams, a theme that can now be investigated by a dedicated research program that incorporates psychometric analysis of personality types and cognitive styles involved in managerial decision-making and the underlying neurophysiological bases of such decision-making.

Modeling users' web search behavior and their cognitive styles

Previous studies have shown that users' cognitive styles play an important role during web searching. However, only a limited number of studies have showed the relationship between cognitive styles and web search behavior. Most importantly, it is not clear which components of web search behavior are influenced by cognitive styles. This article examines the relationships between users' cognitive styles and their web searching and develops a model that portrays the relationship. The study uses qualitative and quantitative analyses based on data gathered from 50 participants. A questionnaire was utilized to collect participants' demographic information, and Riding's (1991) Cognitive Styles Analysis (CSA) test to assess their cognitive styles. Results show that users' cognitive styles influenced their information‐searching strategies, query reformulation behavior, web navigational styles, and information‐processing approaches. The user model developed in this study depicts the fundamental relationships between users' web search behavior and their cognitive styles. Modeling web search behavior with a greater understanding of users' cognitive styles can help information science researchers and information systems designers to bridge the semantic gap between the user and the systems. Implications of the research for theory and practice, and future work, are discussed.

Observation Abilities and Observation Types of Plants Based on Elementary School Students’ Cognitive Style

The purpose of this study was to analyze elementary school 6 graders' observation abilities and observation types of plants by cognitive style. The students were divided into two groups which are dependent cognitive style and independent cognitive style according to their responses to cognitive style analysis. And then they performed five plants observation task. The findings of this study were as follows. First, it made no significant difference between observation abilities whether students cognitive type is dependent or independent. Second, there was difference between dependent and independent cognitive type students on using observation type. In using sense organs, group of dependent cognitive type students mainly depended on visual and tactile organ, whereas independent cognitive type students used more sense organs. Third, observation type on measurement was similar both of two groups. But there was clear distinguishing observation type on operation. The group of independent cognitive style used more operated observation than the group of dependent cognitive style.

Relationship between cognitive styles and users' task performance in two information systems

AbstractStudies have shown that cognitive styles have some impacts on user performance in various types of systems. The current study focused on the effects of cognitive styles on users' information‐seeking task performance between an information visualization system and a generic information system. Thirty‐two graduate students participated in a controlled laboratory experiment. Each of them completed an extended cognitive style analysis ‐ wholistic analytic test (Extended CSA‐WA test) on cognitive style, and then conducted eight information search tasks, four analytical and four aspectual, in one of two systems: a text‐based system, Web of Science, or a visualization system called CiteSpace. Results demonstrated that users' cognitive styles showed effect on task performance. The Wholistic‐Analytic (WA) ratio obtained from the CSA‐WA test was shown to be significantly correlated with result correctness for analytical tasks. Users with lower WA ratios were also found to have significant lower result satisfaction for analytical tasks than for aspectual tasks. Also, we found significant system effect on users' search performance. These results indicate that cognitive style is an important factor affecting users' performance, so is system interface design. Research in both areas provides valuable indication for future information system design.

A study on the cognitive style of software developers

Excellent software developers displayed outstanding colony characteristics in the cognitive style. It's assumed that the software developers preferred certain dimensions of the cognitive style, and then four specific sub-tests are defined after the modification according to Riding's testing mode named Cognitive Style Analysis System. Testees were divided into Group A (software developers) and Group B (common testees). The system recorded the score and reaction time of the testees for each test during the survey. The studies show that, compared to the common testees, software developers' verbal/imagery dimension of the cognitive style belongs to the significant imagery preference. As to wholist/analytic dimension, software developers are wholist style but non-significant.

Mining students' learning patterns and performance in Web-based instruction: a cognitive style approach

Personalization has been widely used in Web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners with different cognitive styles interact with WBI programs. This paper presents an empirical study, which examines the effects of cognitive styles on students' learning patterns and the effects of learning patterns on their learning performances. Riding's cognitive style analysis was used to identify the students' cognitive styles. Data mining, especially a clustering technique, was used to analyze the results. It was found that field independent students frequently used an alphabetical index whereas field dependent students often chose a hierarchical map. Such learning patterns also have great effects on their performance, especially for field dependent students.

An Analysis of Elementary School Students' Interpretation of Data Characteristics by Cognitive Style

The purpose of this study was to analyze elementary school students' interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners' cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners' data interpretation ability.

Cognitive styles and search engine preferences

Purpose – Cognitive style has been identified to be significantly influential in deciding users' preferences of search engines. In particular, Witkin's field dependence/independence has been widely studied in the area of web searching. It has been suggested that this cognitive style has conceptual links with the holism/serialism. This study aims to investigate the differences between the field dependence/independence and holism/serialism.Design/methodology/approach – An empirical study was conducted with 120 students from a UK university. Riding's cognitive style analysis (CSA) and Ford's study preference questionnaire (SPQ) were used to identify the students' cognitive styles. A questionnaire was designed to identify users' preferences for the design of search engines. Data mining techniques were applied to analyse the data obtained from the empirical study.Findings – The results highlight three findings. First, a fundamental link is confirmed between the two cognitive styles. Second, the relationship be...

Relationships between Cognitive and Learning Styles of Premedical Students.

We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions. One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded. Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation. There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS. In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.

Cognitive style and personality: impact on multimedia perception

PurposeThe purpose of this paper is to explore the relationship between cognitive style, user personality and perceived multimedia quality.Design/methodology/approachThis paper used Cognitive Style Analysis and an adapted Myers‐Briggs questionnaire to assess cognitive style and user personality respectively. It also used an adapted Quality of Perception metric to assess user‐perceived multimedia quality.FindingsThe research shows that personality type and user cognitive style affects information assimilation, self‐perceived achievement and student level of confidence.Practical implicationsThis work suggests a number of practical recommendations to support the consideration of personality and cognitive style in preparation of educational multimedia material.Originality/valueThis paper provides consideration of personality and cognitive style, and the impact that they have on user multimedia perception.