Holistic Style Research Articles

The effect of educational situations according to the dimension (sequential - total) in learning the net lift

The aim of the research is to identify the learners’ preferred educational style according to the dimension (sequential and total), by designing educational situations according to the dimension (sequential and total) in learning the deadlift. The researcher assumed that there were statistically significant differences between the results of the pre- and post-tests for the two experimental research groups in learning the deadlift. For the sake of post-testing for students, the researcher used the experimental method to suit the nature of the research. The research population was intentionally selected from first-level students in the College of Physical Education and Sports Sciences - Samarra University for the academic year (2023-2024), as it reached (97) male and female students distributed into three divisions. Study section: Section (A) numbered (33), Section (B) numbered (32), and Section (C) numbered (32). As for the research sample, it was identified and chosen randomly. The first experimental group was represented by Section (B), which adopted the dimension ( Sequential) and its number is (15) students who tend to the sequential style according to the Felder and Silverman scale. As for the second experimental group, it was represented by Section (C) and its number is (15) students, which adopted the (total) dimension of those who tend to the holistic style according to the Felder and Silverman scale. Thus, it reached The proportion of the research sample was (30.927%) from members of the overall population, and the researcher used the assessment of the apparent form of performance as a means of collecting data. The main research experiment lasted (5) weeks with two educational units during one week for each group, and the statistical means were (arithmetic mean, standard deviation, Percentage, mode, skewness coefficient, simple correlation coefficient, T-test for related samples - for independent samples. The results showed that the educational situations prepared according to the dimension (sequential - total) have a positive impact on learning the movement of the net for the two experimental research groups under study, and it was recommended The researcher uses educational situations that take into account the different learning styles of learners because this has a positive impact on learning outcomes.

Exploring cross-cultural variations in visual attention patterns inside and outside national borders using immersive virtual reality.

We examined theories of cross-cultural differences in cognitive style on a sample of 242 participants representing five cultural groups (Czechia, Ghana, eastern and western Turkey, and Taiwan). The experiment involved immersive virtual environments consisting of two salient focal objects and a complex background as stimuli, which were presented using virtual reality headsets with integrated eye-tracking devices. The oculomotor patterns confirmed previous general conclusions that Eastern cultures have a more holistic cognitive style, while Western cultures predominantly have an analytic cognitive style. The differences were particularly noticeable between Taiwan and the other samples. However, we found that the broader cultural background of each group was perhaps just as important as geographical location or national boundaries. For example, observed differences between Eastern (more holistic style) and Western Turkey (more analytic style), suggest the possible influence of varying historical and cultural characteristics on the cognitive processing of complex visual stimuli.

Fear during pandemic promoted holistic cognitive style: The moderating role of uncertainty.

The present study explored the link between fear and holistic cognitive style and the moderating role of uncertainty. We examined these effects in a real-life situation: the long-term, global COVID-19 pandemic, which provided a natural context of fear and uncertainty. The current study comprises three studies recruiting N = 1,310 participants. Study 1 compared the link between fear and holistic style in the United States (a relatively uncertain situation presented by the COVID-19 pandemic) and China (a pandemic situation with relative certainty) in the early days of the pandemic. Study 2 examined the moderation effect of uncertainty in the relationship between fear and holistic style by manipulating participants into a fearful (vs. control) condition. Study 3 employed a longitudinal design to demonstrate the effect of fear-related emotions on holistic style change over a 3-month period. Across three studies, the moderation effect of uncertainty in the relationship between fear-related emotions and holistic style during the COVID-19 pandemic was consistently observed. In sum, this study provided an ecological and explanatory mechanism for understanding the impact of individuals' fear on holistic cognitive style. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A Unified Arbitrary Style Transfer Framework via Adaptive Contrastive Learning

This work presents Unified Contrastive Arbitrary Style Transfer (UCAST), a novel style representation learning and transfer framework, that can fit in most existing arbitrary image style transfer models, such as CNN-based, ViT-based, and flow-based methods. As the key component in image style transfer tasks, a suitable style representation is essential to achieve satisfactory results. Existing approaches based on deep neural networks typically use second-order statistics to generate the output. However, these hand-crafted features computed from a single image cannot leverage style information sufficiently, which leads to artifacts such as local distortions and style inconsistency. To address these issues, we learn style representation directly from a large number of images based on contrastive learning by considering the relationships between specific styles and the holistic style distribution. Specifically, we present an adaptive contrastive learning scheme for style transfer by introducing an input-dependent temperature. Our framework consists of three key components: a parallel contrastive learning scheme for style representation and transfer, a domain enhancement (DE) module for effective learning of style distribution, and a generative network for style transfer. Qualitative and quantitative evaluations show the results of our approach are superior to those obtained via state-of-the-art methods. The code is available at https://github.com/zyxElsa/CAST_pytorch .

Biblical Foundation of Servant Leadership: An Inner-Textural Analysis of Mark 10:41-45

Servant leadership is a holistic style of leadership where the leader engages with followers in a relational, ethical, emotional, and spiritual manner. The leader empowers the followers and allows them to grow into what they can become. The leader develops the followers because of his or her altruistic and ethical orientation. The aim of the study was to understand the biblical foundation of servant leadership by analyzing Mark 10:41-45. Through the study of the text, it is reported that Jesus urged his disciples to be servants and to provide for the needs and well-being of their followers. The Gospel of Mark was set in a time when the Jews were under tremendous political and social upheaval. Like any people in the same predicaments, they began to yearn for a strong, political leader to save them from the tyranny of the Roman Empire, and the scripture had foretold of his coming. Instead, Jesus, a humble leader, came as a servant and a shepherd for all. The disciples did not understand the Messianic mission of Jesus. Mark used James and John to show how the struggle for earthly power is dominant in the world. In contrast, Jesus rejected the type of leadership because it is toxic. He rebuked the Pharisees and the Scribes for having seated themselves on the throne of Moses but failed to care for their people

Visual attention across cultures: Similarities and differences in child development and maternal attention styles.

Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts. RESEARCH HIGHLIGHTS: We investigated visual attention styles in 4- to 9-year-old children and their mothers from urban Germany, urban Japan, and rural Ecuador in three different tasks. Special emphasis lied on mothers' verbal attention guidance toward their children as a proximal mechanism underlying the emergence of culture-specific attention styles. Mothers from urban Germany guided their children's attention in more analytic ways than mothers from urban Japan and rural Ecuador. The relevance of verbal attention guidance in the development of culture-specific attention styles has been demonstrated beyond the East-West dichotomy.

Влияние типа субъектной активности на выбор личностью стратегий совладающего поведения

With reference to the ideas of the dialogic (M. Buber), structural-dynamic (B.D. Parygin) and subjective-existentialistic (Z.I. Ryabikina) concepts, basing the research methodology on the principles of synergetics, we have developed the agentic-dynamic approach to personality studies, where emphasis is made on the role of personality positioning systems in the agency development processes. 
 The development of the personality positioning systems self-organization follows four vector lines: Infantile, Aggressive, Sabotaging, Mighty. We have proposed to use the term “agentic activity type” for such ways of personality positioning self-organization, since these systems predetermine the typical nature and direction of the agent’s activity. 
 The study became possible by virtue of the development of the Model of the Dispositional Structure of Agentic Activity and creation of the Personality’s Agentic Activity Profile inventory based on this model. The inventory tests the agentic activity profile as an individual dynamic system formation. The factorization of the data allows to identify sets of personality positions as pervasive organizing principles, or types. As system formations, the agentic activity types should be manifested in various personality characteristics, including the characteristics of coping behavior.
 The article presents the results of an empirical study of the correlation between the agentic activity types identified via factorization of the data obtained using the author's “Personality’s Agentic Activity (PAA) Profile” inventory and the scales of Lazarus’s WCQ (Ways of Coping Questionnaire). Regression models have been built, allowing to predict the coping behavior of an individual both specifically, that is, for selected personality positions, and globally, for an agentic activity type. It has been shown that the Infantile, Aggressive and Sabotaging types tend to choose coping strategies within an instinctive-protective paradigm: escape-avoidance, confrontation, distancing. The mighty type tends to use rational coping strategies aimed at practical resolution of the conflict and transformation of the situation, i.e. positive reassessment and decision planning. Notice has been given to similarity of the holistic styles of coping behavior of the Infantile, Aggressive and Sabotaging types with the styles of coping with basal anxiety according to K. Horney.
 The obtained results allow to consider the personality positioning systems of an agent as a source that forms “mature” or “immature” coping behavior.

Revisiting the Causes of the Pull-to-Centre Effect: Evidence From China.

Prior experimental studies have shown that individuals' actual ordering decisions significantly deviate from the theoretical optimum in newsvendor problems and show the robust pull-to-centre (PTC) effect. Several human behaviours have been confirmed to be the causes of the PTC. However, most newsvendor experiments have been conducted in multicultural countries (e.g., the United States and Germany). As there exist mutual influences between culture and behaviour, in this study, we revisit the ordering biases in a monocultural country to examine the robustness of the PTC and whether the causes can still explain this phenomenon. Our results show that the PTC still prevails and heuristics still work. However, overconfidence cannot perfectly interpret the PTC in China for probable inconsistent confidence levels in individual judgments and decisions. Moreover, the “centre" may no longer be the mean demand but the average value of the realised demand. We explain these changes from the perspective of cultural differences. To be more specific, collectivism, holistic style, and Doctrine of the Mean play vital roles in Chinese newsvendors' decisions.

Holistic processing of faces and words predicts reading accuracy and speed in dyslexic readers.

We compared the performance of dyslexic and typical readers on two perceptual tasks, the Vanderbilt Holistic Face Processing Task and the Holistic Word Processing Task. Both yield a metric of holistic processing that captures the extent to which participants automatically attend to information that is spatially nearby but irrelevant to the task at hand. Our results show, for the first time, that holistic processing of faces is comparable in dyslexic and typical readers but that dyslexic readers show greater holistic processing of words. Remarkably, we show that these metrics predict the performance of dyslexic readers on a standardized reading task, with more holistic processing in both tasks associated with higher accuracy and speed. In contrast, a more holistic style on the words task predicts less accurate reading of both words and pseudowords for typical readers. We discuss how these findings may guide our conceptualization of the visual deficit in dyslexia.

The effect of verbal priming of visual attention styles in 4- to 9-year-old children

The way humans attend to their visual field differs profoundly between individuals. Previous research suggests that people tend to have either an analytic style, with a higher focus on the salient object of a scene, or a holistic style, characterized by higher attention to a scene's contextual information. Although a general assumption in many studies has been that these attention styles are socialized in social interaction during childhood, not much work has focused on the proximal mechanisms underlying this development. This study focuses on language as a potential cultural tool to habitualize ways of perceiving the world and investigates whether the visual attention of 4- to 9-year-old children can be experimentally manipulated via verbal primes that accentuate either analytic or holistic processing. Results indicate that verbal priming is effective in guiding children's gaze behavior in an eye-tracking task and their verbal accounts in a picture description task, but it only influences the way visual scenes are remembered in a forced-choice recognition task after own verbal productions. In concert with previous cross-cultural and correlational studies, these findings provide convergent evidence for the assumption that verbal attention guidance plays an important role in the socialization of attention styles.

Understanding East Asian holistic cognitive style and its cultural evolution: a multi-disciplinary case study of Traditional Chinese Medicine

This paper improves understanding of the cognitive anthropology of East Asian holistic cognition by providing readers a detailed, multi-disciplinary case study of Traditional Chinese Medicine (TCM). In §1 contemporary results in cross-cultural psychology studies are used to review four components of holistic cognitive style: non-linear associationism, causal pluralism, contextualism, and inconsistency. §2 discusses cognitive commitments in five major TCM doctrines: five agents (wu xing), organs, qi and blood, the theory of meridians (jing luo), and yin-yang. §3 presents a close reading of East Asia’s most influential historical medical text, the Huangdi Neijing, in terms of its representation of components of holistic style (in §1) through major TCM commitments (in §2). §4 presents machine-learning research findings using an historical Chinese corpus to show the wide dispersal of holistic cognition in Early Chinese literature and its medical texts. §5 explains some of the major means by which TCM and the holistic cognition on which it is based was culturally transmitted into the present. §6 reviews experiments asserting that TCM training is not merely correlated with but causes holistic cognition. In §7 and §8 we scrutinize holistic cognition as present in discussions of diagnosis and treatment in contemporary TCM textbooks.

Profiles of teacher & child talk during early childhood classroom shared book reading

Although shared book reading is an extensively studied activity with young children, limited research has focused on typical, holistic patterns of teacher–child interactions during this routine classroom activity. This study sought to describe profiles of teacher talk during shared book reading in 98 pre-kindergarten and kindergarten classrooms. We also considered how identified profiles predicted a subset of students’ (n = 300) end-of-year language and literacy performance. Video recordings of teacher–child interactions during reading of a narrative text were transcribed and analyzed for the timing, content, and form of utterances. Results of latent profile analysis revealed three distinct teacher profiles of talk during book reading that we termed: Moderate Comprehenders (MC, 68% of sample), Discuss & Reflect Comprehenders (DRC, 19%), and Preview & Discuss Comprehenders (PDC, 12%). These profiles differed most in the timing (e.g., before versus after reading for PDC and DRC, respectively) and content of talk (e.g., low- versus high-cognitive demand topics for MC vs. PDC/DRC). The less common DRC and PDC teacher profiles were associated with higher amounts of child talk and more elaborate child utterances within the reading session. However, no teacher profiles or features of teacher/child utterances during this one reading session predicted children's gains in language and literacy skills across the school year. Notably, the first profile in the present study differed from a past, seminal study of shared reading; however, the other two profiles were similar to earlier work on holistic styles of shared reading.

Interaction of Previewing Reading Strategy with Item Types, Item Difficulty, Learning Styles, and Proficiency Levels

Despite the widespread use of the previewing strategy (i.e., previewing multiple choice options prior to reading a main passage) in a test context like CSAT English Reading, there are few studies that empirically identify its effects. To fill this gap, the current study examined the effect of previewing in relation with four interaction variables regarding test-items (item types; item difficulty) and learner’s characteristics (learning styles; English proficiency). The research was implemented based on the experimental design. Specifically, Korean secondary school students were assigned to either previewing or non-previewing condition. Also, four moderating variables were manipulated or measured through test-item choices and the survey. The collected data was analyzed through four series of Analysis of Covariance (ANCOVA). Main findings are as follows: First, the previewing strategy had significant influence on the reading performance. Especially, this study identified specific conditions for previewing to backfire. Second, the result clarified what type of test-item (e.g., inference type items) is appropriate for previewing. Third, it also told who should avoid using the previewing strategy (e.g., holistic style; intermediate level). The findings provided pedagogical implications on how to teach a specific reading strategy in the frame of Strategy-Based Instruction (SBI). Limitations and future research areas are suggested in the final chapter.

Learning to Become a Taste Expert

Abstract Evidence suggests that consumers seek to become more expert about hedonic products to enhance their enjoyment of future consumption occasions. Current approaches to becoming expert center on cultivating an analytic mind-set. In the present research the authors explore the benefit to enthusiasts of moving beyond analytics to cultivate a holistic style of processing. In the taste context the authors define holistic processing as nonverbal, imagery-based, and involving narrative processing. The authors conduct qualitative interviews with taste experts (Master Sommeliers) to operationalize the holistic approach to hedonic learning, and then test it against traditional analytic methods in a series of experiments across a range of hedonic products. The results suggest that hedonic learning follows a sequence of stages whose order matters, and that the holistic stage is facilitated by attending to experience as a narrative event and by employing visual imagery. The results of this multimethod investigation have implications for both managers and academics interested in how consumers learn to become expert in hedonic product categories.

The informativeness of impression management − financial analysts and rhetorical style of CEO letters

Purpose This paper aims to investigate the informativeness of rhetorical impression management patterns of CEO letters and examines whether these rhetorical features affect financial analysts’ forecasting behaviour. Design/methodology/approach The authors use textual analysis on a sample of 526 CEO letters of US firms and apply factor analysis on individual linguistic style measures to identify co-occurrence patterns of style features. Findings The authors identify three holistic style patterns (assertive acclaiming, cautious plausibility-based framing and logic-based rationalizing) and find that assertive rhetorical feature in CEO letters is negatively related with the dispersion of financial analysts’ earnings forecasts and positively associated with earnings forecast accuracy. CEOs’ use of a rationalizing rhetorical pattern tends to decrease the dispersion of financial analysts’ earnings, whereas a cautious plausibility-based rhetorical position is only marginally instrumental in getting more accurate earnings predictions. Practical implications Whilst impression management communication is often theorized as manipulative and void of real information content, the findings suggest that impression management serves both self-presentation and information-sharing purposes. Originality/value This paper elaborates on the co-occurrence of style characteristics in management communication and is a first attempt to validate the external ramifications of holistic style profiles of corporate narratives by focusing on an economic target audience.

Pupillometry reveals perceptual differences that are tightly linked to autistic traits in typical adults

The pupil is primarily regulated by prevailing light levels but is also modulated by perceptual and attentional factors. We measured pupil-size in typical adult humans viewing a bistable-rotating cylinder, constructed so the luminance of the front surface changes with perceived direction of rotation. In some participants, pupil diameter oscillated in phase with the ambiguous perception, more dilated when the black surface was in front. Importantly, the magnitude of oscillation predicts autistic traits of participants, assessed by the Autism-Spectrum Quotient AQ. Further experiments suggest that these results are driven by differences in perceptual styles: high AQ participants focus on the front surface of the rotating cylinder, while those with low AQ distribute attention to both surfaces in a more global, holistic style. This is the first evidence that pupillometry reliably tracks inter-individual differences in perceptual styles; it does so quickly and objectively, without interfering with spontaneous perceptual strategies.

Study of an interdisciplinary didactic model in a secondary education music class

ABSTRACTThis study was carried out within the framework of a pedagogical project. It compares the results obtained from the application of two different didactic models for learning and practicing musical composition in a Secondary Education class: the traditional teacher centred method (designated as the control group, CG), and an interdisciplinary model based on a holistic style (designated as the experimental group, EG). Both methodologies focused on identical musical composition content, but latter applied an open ended interdisciplinary approach, based on synchronised learning in several subjects. A quasi-experimental design was used in this research. Pre- and post-test questionnaires were applied to measure the progress in composing skills in both groups. The questions focused on various tasks with verbal and figurative content to evaluate the progress of the student's ability to explore sound parameters, their knowledge and acquisition of musical elements and the improvement of flexible understanding the students developed during the process. Data were analyzed by means of standardised quantitative tests and by qualitative triangulation. Analysis of this data provided evidence that students were able to obtain meaningful understanding by connecting the Music contents with other school subjects and their own personal realities. The integrative qualities of the experience fostered the self-sufficiency and self-confidence and fostered by the student's creativity and motivation. Moreover, interdisciplinary learning led to an improvement in critical thinking skills.

Learning to Become a Taste Expert

Evidence suggests that consumers seek to become more expert about hedonic products to enhance their enjoyment of future consumption occasions. Current approaches to becoming expert center on cultivating an analytic mindset. In the present research the authors explore the benefit to enthusiasts of moving beyond analytics to cultivate a holistic style of processing. In the taste context the authors define holistic processing as non-verbal, imagery-based, and involving narrative processing. The authors conduct qualitative interviews with taste experts (Master Sommeliers) to operationalize the holistic approach to hedonic learning, and then test it against traditional analytic methods in a series of experiments across a range of hedonic products. The results suggest that hedonic learning follows a sequence of stages whose order matters, and that the holistic stage is facilitated by attending to experience as a narrative event and by employing visual imagery. The results of this multi-method investigation have implications for both managers and academics interested in how consumers learn to become expert in hedonic product categories.

Estilo Cognitivo e as Dimensões do Processo de Estratégia em Micro e Pequenas Empresas

O processo da estratégia empresarial apresenta três dimensões: o pensamento lógico ou criativo, a formação deliberada ou emergente e a mudança revolucionária ou evolucionária. Ademais, o estilo cognitivo do estrategista também ganhou ênfase no campo da estratégia, sendo caracterizado pelo padrão individual de processamento de informações. Alinhando a cognição às dimensões do processo estratégico, adotamos como recorte as micro e pequenas empresas, consideradas como organizações empreendedoras. O objetivo geral do artigo foi analisar a relação entre o estilo cognitivo divergente holístico do empreendedor e as três dimensões do processo de estratégia em micro e pequenas e empresas. Adotou-se uma abordagem quantitativa, com coleta de dados a partir de questionário aplicado a uma amostra de 92 micro e pequenas empresas de um município do estado de São Paulo. Os resultados, a partir da análise da modelagem de equações estruturais, demonstraram a relação entre o estilo divergente holístico com o pensamento estratégico do tipo criativo, com a formação estratégica deliberada e com a mudança estratégica de caráter tanto revolucionário quanto evolucionário. Como contribuições, delineamos que, diante de um estilo divergente holístico, o empreendedor assume um pensamento estratégico criativo e preconiza tanto mudanças revolucionárias quanto evolucionárias. Por outro lado, a criatividade, a inovação e a visão holista do estilo em questão não corroboram necessariamente uma formação estratégica emergente, flexível e colaborativa, pelo contrário, se associam a uma formação deliberada sob responsabilidade exclusiva do empreendedor proprietário.

Can a Rude Waiter Make Your Food Less Tasty? Social Class Differences in Thinking Style and Carryover in Consumer Judgments

Building on the notion that cognitive processes vary across social classes, we predict that social class shapes thinking style, which in turn affects consumer judgments. In doing so, we employ service failure domains as a way to understand social class effects. Across four studies, we show that, when faced with a failure incident occurring in one service dimension (e.g., rude employees), consumers in the low social class, relative to those in the high social class, carry over to influence their evaluations of the other service dimensions (e.g., food quality) that are unrelated to the failure incident. We further show that low‐class consumers favor a holistic style of thinking, whereas high‐class consumers favor an analytic style of thinking and that these differences in thinking style account for the carryover effects on evaluations. The pattern of the effects exists when the service failure is perceived to be severe rather than minor.