Cognitive Style Approach Research Articles

An Investigation of the Effects of Scaffolding Task-Based English Logic Learning: A Cognitive Style Approach

ABSTRACT Task-based learning can be used to promote language learning. On the other hand, scaffolding instruction can help students without sufficient abilities to undertake tasks. Accordingly, we developed the Scaffolding Task-based English Logic Learning (S-TELL) by incorporating scaffolding instruction into Task-based Learning. The S-TELL was applied to facilitate research students to learn how to present clear logical relationships in academic writing. Additionally, an empirical study was conducted to investigate how different cognitive style groups (i.e., Serialists and Holists) reacted to the S-TELL, including learning performance, learning perception and learning behavior. Regarding learning performance, the findings showed that either Holists or Serialists made significant improvement via interacting with the S-TELL. Moreover, Holists significantly obtained higher post-scores than Serialists though they had similar task scores. Regarding learning perception, few perception differences existed between Serialists and Holists. Regarding learning behavior, Holists demonstrated more behavior sequences than Serialists. This was due to the fact that Holists often checked the current status and used the English hint while Serialists did not show such behavior. According to these findings, we proposed a framework, which can be employed to personalize the S-TELL in our future work so that the preferences of Holists and Serialists can be accommodated.

Foundations of Diagnosing an Individual’s Intellectual and Creative Giftedness

The article argues for the urgency of research on an individual’s intellectual and creativegiftedness and emphasizes the theoretical, psychological, pedagogic, and socio-economicsignificance of the problem. It is claimed that the psychological practices in education may result innegative consequences through lack of high validity methods of diagnosing mental (intellectualand creative) giftedness. The selection of relevant psychodiagnostic procedures and methods ofworking with gifted individuals must be determined by a psychologically substantiated systemictheory of giftedness which is based on contemporary ideas of uniqueness and originality of theabove-mentioned integral phenomena of the human psyche.The author provides a critical analysis of the psychometric (testometric) approach to diagnosingintellectual and creative giftedness (IQ index and creativity index). It is claimed that standardizedtests are a priori unfit to objectively measure either the actual or the potential mental giftedness ofan individual.The article explores the classifications of giftedness types in terms of quantitative criteria(indices), personality traits, occupations, motivation. The author questions the correctness ofpositing ‘creativity’ as an independent type of giftedness. It is argued that mental (intellectual andcreative) giftedness is an inseparable structural and functional unity, a systemic attribute of psycheand is revealed as talents, personality traits and metacognitive experience in various activities.The author argues for the cognitive style approach to diagnosing mental giftedness. It ishypothesized that it can serve as a theoretical foundation for developing a systemic technique ofdiagnosing general giftedness, complies with the main principles of humanizing the educationalspace in Ukraine and is truly child-oriented, i.e. considers every individual’s uniqueness andinimitability.

Examining number sense and algebraic reasoning through cognitive styles

Recently, a new cognitive style approach was introduced, which refers to two types of visualizers. This approach is based on neuropsychological evidence and neuroimaging results, which suggest the existence of two distinct imagery subsystems, the object and the spatial imagery subsystems. The goal of the study was twofold: first to examine a possible relationship between this new cognitive style approach and achievement in number sense and algebraic reasoning tasks, and second to explore a possible relationship between the strategies used in solving the aforementioned tasks and cognitive styles. A mathematical test on number sense and algebraic reasoning and the self-report Object–Spatial Imagery and Verbal cognitive style questionnaire were administrated to 83 prospective school teachers (PSTs). The results indicated that spatial imagery, in contrast to the object imagery and verbal cognitive styles, is related to achievement in number sense and algebraic reasoning. In addition to this, the results revealed that the higher the PSTs’ tendency towards spatial imagery cognitive style, the more conceptual and flexible strategies they employ in algebraic reasoning and number sense tasks.

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.

Design of adaptive hypermedia learning systems: A cognitive style approach

In the past decade, a number of adaptive hypermedia learning systems have been developed. However, most of these systems tailor presentation content and navigational support solely according to students’ prior knowledge. On the other hand, previous research suggested that cognitive styles significantly affect student learning because they refer to how learners process and organize information. To this end, the study presented in this paper developed an adaptive hypermedia learning system tailored to students’ cognitive styles, with an emphasis on Pask’s Holist–Serialist dimension. How students react to this adaptive hypermedia learning system, including both learning performance and perceptions, was examined in this study. Forty-four undergraduate and postgraduate students participated in the study. The findings indicated that, in general, adapting to cognitive styles improves student learning. The results also showed that the adaptive hypermedia learning system have more effects on students’ perceptions than performance. The implications of these results for the design of adaptive hypermedia learning systems are discussed.

Perceived quality of multimedia educational content: A cognitive style approach

Cognitive styles influence the way how humans process information, with previous research demonstrating that they have significant effects on student learning in multimedia environments. On the other hand, the perceptual quality of the human multimedia experience is notoriously difficult to measure. In this paper, we report the results of an empirical study, which investigated the relationship between user cognitive styles and perceptual multimedia quality, in which users had the possibility to specify their desired Quality of Service settings -- in terms of frame rates and color depth. Results show that whilst color choice is impacted by a participant's cognitive style, such Quality of Service parameters do not significantly affect perceived multimedia quality, and that users do not necessarily choose optimum presentation settings to enhance their perceived enjoyment and assimilation of multimedia informational content.

Missing the Opportunity to Advance Argumentation Instruction? Reply to Sellnow and Polcar

Although argumentation can take many different forms and will vary with the unique stylistic and propositional preferences of the individual speaker, pedagogical materials and practices have tended to privilege certain types of evidence and models of reasoning while devaluing others. Our position is that traditional approaches to pedagogy favor particular advocacy preferences while risking marginalization of other legitimate approaches. Specifically, we believe that field dependent (FD) students experience a mismatch between their preferred ways of thinking and argumentation pedagogy. As a result, we urge instructors to include FD thinking and to create a sensitive mismatch between traditional approaches, which favor field independent (FI) thinking, and FD learning preferences. Our advocacy of pedagogical reform is grounded in Witkin's (1978) work on cognitive styles, which is the most widely accepted approach to learning styles in education. Both Polcar (2006) and Sellnow (2006) have raised certain issues regarding our call for reform. Although we have great respect for them both and appreciate their willingness to engage in a discussion about argumentation pedagogy, we believe that they do not refute our position directly or provide sufficient grounds to reject it. In the language of intercollegiate debate, Polcar's response is not competitive: Her conception of argumentation instruction is compatible with our own. Although Sellnow takes issue with the cognitive style approach, her position also is largely compatible with ours. We will discuss each paper in turn. Polcar's (2006) central proposition is that there is simply no need to pay attention to particular cognitive style preferences because argumentation theory addresses both FD and FI thinkers. We think that this ignores the realities of instructional and curricular practices. Polcar's vision of argumentation pedagogy is idealistic, possibly naive, and could be considered an attempt to sweep problematic pedagogical practices under the carpet. Ignoring a problem, however, will not make it go away. Although argumentation theory may include elements that appeal to FD learners, the reality is that traditional instructional practices privilege FI, and devalue FD, thinkers. This conclusion appears to be borne out by some initial research into an argumentation and debate course (see Hunt & Meyer, 2004, for a full description of this course). Students enrolled in this course were novices to debate. The course was designed to familiarize them with competitive debating and incorporated several in-class debates. The instructor utilized a standard, four-person, eight-speech format (without cross-examination). Our data suggested that this specific format--an extremely common format that differs substantially from the POLLS model--restricted opportunities for interpersonal communication, which is FD thinkers' preferred mode of communication. In addition, FD thinkers' preferred means of persuasion were largely devalued. It seems reasonable to suggest that traditional instructional strategies may be problematic for FD students. We are not arguing that such mismatches must be avoided at all costs in order to minimize student failure. Instead, we advocate a flexible approach (e.g., providing demonstration debates, expanding notions of what constitutes credible evidence, and informing students about the nature and implications of different types of reasoning) that ultimately works to the benefit of all students. Such pedagogy should allow both FD and FI thinkers to stretch their preferred reasoning styles and develop cognitive flexibility. Polcar's contention that argumentation pedagogy always has included interpersonal and dialogic elements seems inaccurate. Perhaps argumentation theory has addressed these issues, but theory does not always translate into practice in the classroom. We know many fine argumentation instructors who devote equal attention to a range of cognitive styles; however, our investigation, and the research that Sellnow cites, indicates that such classrooms are the exception. …

Abilities Structure of Congenitally Blind Persons: A Factor Analysis

A principal component factor analysis with varimax rotation was performed for a sample of male adult congenitally blind persons. Seventeen variables were measured, including the six WAIS Verbal subtests, the six HISAB subtests, the Category Width Scale, the Repression-Sensitization Scale, the Rigidity Scale, a measure of sophistication of body concept, and vision. The analysis produced five factors, three of which are small specific factors. The first common factor, described as nonverbal ability, is of substantial magnitude and suggests that these measures clearly assess areas of intellectual functioning not tapped by verbal testing alone, and that level of useful vision is a highly important consideration in evaluating the test performance of this group. The second common factor is described as verbal intelligence, and it is proposed that much of the variance involved in tests of Information, Vocabulary, Similarities, and Comprehension can be attributed to verbal memory and that these four tests provide an adequate assessment of learning potential for this group. Standard regression coefficients for computing factor scores are provided. The validity data presented should facilitate the application of the cognitive style approach to further research with congenitally blind persons.

A Cognitive Style Approach to Creative Thought

Creative thinking was explored from several approaches to further understanding of the interrelationship of perception, personality, and cognition. College students (N = 45) were administered the Group Embedded Figures Test (GEFT), the Remote Associates Test (RAT), a questionnaire concerning RAT strategy, and two self-report scales. Field independent subjects were found to be significantly (p less than .001) more creative than field dependents. Correlations between the RAT and GEFT and the self-report measures of conformity and creativity, while largely nonsignificant, were in the predicted directions. Results demonstrated that advanced strategy levels and insightful responses were significantly related to high performance on the RAT. Theoretical links between cognitive style and Piagetian concepts were discussed in regard to creative thought. Overall, these findings support the contention that the creative processes should be studied, not as isolated structures, but with relational and multifaceted emphasis.