Development Of Cognitive Style Research Articles

Reflecting on Hospitality Students’ Cognitive Diversity Impact on Service Quality and Organizational Performance Standards: A Case-Study in Cy Seasonal Hotels

This study examines the impact of hospitality students’ cognitive diversity style on service quality and performance standards in seasonal hotels. A survey research method approach was implemented through a quantitative examination of a purposeful sample, collected from three-, four-, and five-star seasonal hotels in Cyprus. The survey was administered face-to-face to 316 students and 93 managers. For hypotheses testing, the Cognitive Style Inventory was adapted. Study results reveal students’ educational preparedness, professional reliability, and the positive impact of their cognitive diversity style on service quality and organizational performance standards in seasonal hotels. While students offer a diversified pool of potential candidates to successfully fulfil qualified and skilful required vacancies, a twofold requirement emerges. First is the introversion requirement related to the curriculum design of hospitality educational institutions. Second is the extroversion requirement, which sees the responsibility of seasonal hotel managers, as future employers, to be linked and guided on students’ cognitive style development via an intuitive collaboration with local hospitality educational institutions.

Object–spatial imagery and verbal cognitive styles in children and adolescents: Developmental trajectories in relation to ability

A new self-report instrument, the Children's Object–Spatial Imagery and Verbal Questionnaire (C-OSIVQ), was designed to assess cognitive styles in younger populations (8–17 years old). The questionnaire was based on the previously developed adult version of the Object–Spatial Imagery and Verbal Questionnaire (OSIVQ; Blazhenkova & Kozhevnikov, 2009), and includes three scales assessing object, spatial, and verbal cognitive styles. The C-OSIVQ was validated on a large sample consisting of 267 children and 83 college students. It demonstrated high internal reliability, predictive, and ecological validity in both children and adults. Following the design and validation of the C-OSIVQ, the development of object, spatial, and verbal cognitive styles and their corresponding abilities was examined across a wide range of ages (8–60 years old). The development of styles and abilities were strongly correlated across age groups, indicating that the trajectory of cognitive style development closely resembles the developmental trajectory of abilities; however, the development of cognitive style is more gradual and smooth.

Ecoculturd Factors in Cognitive Style Among Children from Hills and Plains of Nepal

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Cultural differences in cognitive style development.

Cultural differences in cognitive style development.

Cultural differences in cognitive style development.

Cultural differences in cognitive style development.

ANOTHER VIEW OF THE SIXTEEN-MILLION-HOUR QUESTION

What and how we teach reflect personal views of our responsibilities in libera! education, and thus clarity about objectives is crucial to significant debate about teaching strategies. Learning liberal arts disciplines is the basic purpose of a curricular view of liberal education. With this view, our most significant teaching decisions concern the content of our discipline, and debate about teaching methods is relatively unimportant. Another and more comprehensive view considers not only disciplinary content but also development of cognitive styles and socio-psychological attributes that help the student continue to learn and contribute in a complex world. Teaching methods are matters of great importance with this view.

MATERNAL TEACHING STRATEGIES AND FIELD DEPENDENT‐INDEPENDENT COGNITIVE STYLES IN CHICANO FAMILIES

ABSTRACTHypotheses were derived from the most recent formulation of field‐dependence theory, and tested, concerning (a) the role that cognitive styles play in determining individual differences in maternal teaching strategies; (b) the role of maternal teaching strategies as mediators of children's development of cognitive style; (c) the emergence of field dependence‐independence as a coherent construct in young Chicano children; and (d) sex differences. Forty‐three Chicano mothers were observed, in their homes, teaching cognitive‐perceptual tasks to their own five‐year‐old children, and each mother and child was administered a battery of measures to assess field dependence‐independence. Results were generally in line with the theory.

The Effects of Formal Schooling on Cognitive Style.

A study was undertaken in Morocco in order to separate the effects of age and formal schooling on the development of cognitive style. A total of 384 boys (age range: 6-22 years) were selected from environmental backgrounds including: urban/schooled, rural/schooled, urban/nonschooled, and rural/nonschooled. Results indicated that chronological age and schooling played major, but independent roles in promoting perceptual development (and "field independent" cognitive style), while childhood environment appeared to have little effect. It was concluded that general statements about the effects of cultural socialization practices on cognitive style should be tempered by considering particular environmental experiences (such as formal schooling) that may significantly influence cognitive assessment techniques that are said to measure cognitive style.

The Differential Effects of Rural and Urban Upbringing on the Development of Cognitive Styles

Abstract L'A. essaie de cerner les differences entre zones rurales et zones urbaines dans la maniere d'elever les enfants, en prenant Ibusa comme exemple de bourg rural au Nigeria. L'education campagnarde, parce qu'on s'occupe de l'enfant relativement plus longtemps et de facon plus indulgente, favoriserait le developpement d'une “dependance perceptive vis-a-vis du champ”. Pour tester cette hypothese, il administre, d'une part les tests CEFT et RFT a 65 adultes des deux sexes eleves a Ibusa et d'autre part, les tests RFT et EFT a 76 etudiants et etudiantes de l'Universite Nsukka. Les resultats montrent qu'il y a une correlation significative entre les deux tests pour les sujets de l'Universite Nsukka, mais non pour les sujets d'Ibusa. On trouve des differences entre sexes dans les deux echantillons, avec une interaction significative entre sexe et alphabetisation pour les sujets Ibusa. Les etudiants d'education rurale sont significativement plus “dependants du champ” que ceux qui ont ete eleves a la ville...