Assessment Of Cognitive Style Research Articles

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

BackgroundThe 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.MethodsThe 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.ResultsThe 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.ConclusionsThe 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.

Assessing Individual Differences in Experiential (Intuitive) and Rational (Analytical) Cognitive Styles

Even though it is argued that intuition has ‘come of age’ in the behavioral sciences, there are still unresolved issues regarding self‐report assessment of intuitive and analytical styles of information processing (cognitive styles). The unitary view proposes that intuition and analysis are opposite ends of a single continuum. The dual view proposes that intuition and analysis are independent (orthogonal) constructs. Moreover, within the dual view, it has been proposed that intuition and analysis can be further subdivided into ability and engagement subcomponents. The aim of this article was to test both of these claims and thereby move discussions regarding the assessment of cognitive styles further forward. This research is important given that much intuition research in organizations is predicated on self‐report methods of assessment. Using data from a sample of police officers and police staff from a large police organization in the United Kingdom, we found that the adoption of a dual (rather than unitary) perspective when assessing experiential and rational cognitive styles is warranted, whereas adopting an ability and engagement refinement is not (hence a simpler formulation is to be preferred). We also observed a number of main effects and interactions with respect to job type, job level, gender, and experience. We offer guidelines for the self‐report assessment of intuition and analysis cognitive styles and discuss a typology of styles. The article concludes by outlining a number of practical implications for cognitive styles assessment in organizational settings.

Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research

In line with increased attention on the application of cognitive approaches to industrial, work and organizational psychology, the last 40 years have witnessed a growing interest in application of the cognitive style construct to the field of business and management. The purpose of this paper is threefold. First, we wish to advance understanding of cognitive styles research by elucidating trends and perspectives related to business and management. Second, we identify gaps in the literature and promising areas of research that can be further developed. This is accomplished by means of a review of papers published between 1969 and 2009. Eight themes emerged from our analysis: (a) vocational and occupational issues; (b) national culture; (c) teamwork and interpersonal relationships; (d) learning; (e) decision making; (f) creativity, innovation and entrepreneurship; (g) sales and marketing; and (h) management information systems, information management and use. Third, we identify valid and reliable methods of assessment of cognitive style for use in business and management settings. Finally we draw a number of conclusions regarding the current state of cognitive styles research and promising directions for future research.

Linguistic analyses of natural written language: Unobtrusive assessment of cognitive style in eating disorders

Linguistic style analysis is introduced as a method of nonreactive measurement of cognitive style in individuals with eating disorders (ED). A journaling exercise was implemented on an ED inpatient unit. Thirty-four written essays collected from an unselected sample of 11 patients were analysed with the Linguistic Inquiry and Word Count, with regard to predefined text categories. At each session, self-report of participant well-being and session impact were assessed. Compared to essays from a student control group, and message-board entries of individuals who had recovered from an anorexia nervosa (AN), the inpatient journals displayed the highest rates of self-related words, negative emotion words, and the lowest rate of positive emotion words. Inpatients used more anxiety words and fewer words that refer to social processes and eating concerns than individuals who had recovered from an AN. Associations were found between linguistic categories, prewriting well-being, and postwriting evaluation. Linguistic style analysis offers insights into cognitive styles, and provides a promising approach for their unobtrusive measurement in ED.

On the assessment of cognitive style: four red herrings

This paper is a reply to Riding's (2002) four main comments on Peterson, Deary, and Austin's (2002) paper ‘The Reliability of Riding's Cognitive Style Analysis Test.’ Riding's comments centre around Peterson et al.'s sample size, sample composition, test interval, and the alleged use of a different test from the original. We argue that the first three of these comments are incorrect and the fourth is disingenuous and that they merely distract from, rather than criticise, our simple, novel, positive finding that the reliability of the wholistic–analytic dimension of the Cognitive Styles Analysis (CSA) test can be improved.

On the assessment of cognitive style: a commentary on Peterson, Deary, and Austin

On the assessment of cognitive style: a commentary on Peterson, Deary, and Austin

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

The major purpose of this study was to examine the relationship of fashion merchandising or education students' cognitive style consisting of nine dimensions to three media choices provided through a hypermedia lesson in historic costume. High‐average standard scores were identified in three of the nine dimensions of cognitive style. Further statistical analyses indicated that students' cognitive styles affected the type of media selected. Both fashion merchandising and education students scored significantly higher (p = .01) on the postassessments than the pre‐assessments, but neither group achieved significantly more than the other. From these data, it appeared that students used hypermedia effectively as an educational tool to accommodate learning style. It was possible to individualize instruction regardless of the learning style when the hypermedia system was used within the same instructional package.

Children's Drawings as an Assessment of Cognitive Style

(1983). Children's Drawings as an Assessment of Cognitive Style. Educational Research: Vol. 25, No. 1, pp. 74-75.

Assessing individual differences in young children

Cognitive styles characterize individuals' personalities as well as their social and cognitive functioning. An assessment of cognitive styles provides an appraisal which extends the assessment of mental performance beyond the levelsof achievement to patterns of cognitive functioning and thus can present another dimension of individual differences in children as the basis for planning and evaluating early childhood programs.

Auditory and visual cognitive styles and adult reading performance.

College students performed match-to-sample tasks in the visual and auditory modalities. These tasks assessed reflective and impulsive cognitive styles. Cognitive style performance was related to achievement on a standardized test that measured Comprehension, Rate, Vocabulary, and Total reading achievement. Differential performance on several of these reading measures was a function of classification by auditory cognitive style, but not for visual style. Auditory assessment of cognitive style may have important implications for adults' as well as children's reading.

Developmental assessment of cognitive style in mentally retarded psychotics

Evaluated 55 mentally retarded psychotic adults with the Color-Form Preference Test, a developmentally based index of cognitive style, and other measures of intellectual, social, and psychiatric functioning. Results indicated that different grades of retardation were associated with distinct cognitive styles, which showed a systematic progression that corresponded to the normal developmental sequence. In contrast, no significant relationships were observed between cognitive style and psychotic manifestations. The findings suggested that fresh insights into mental retardation and psychosis are made possible by qualitative, developmental assessment. The implications for clinical application, theory formulation, and research were discussed.