Influence Of Cognitive Style Research Articles

Influence of Cognitive Style on Students' Critical Thinking Skills in Physics Material

This research aims to determine the influence of cognitive style on students' critical thinking abilities. This research uses a quasi-experimental method with a factorial design research design. The research subjects consisted of class XI MAN 1 Central Lombok students who were divided into experimental classes and control classes. The experimental class uses the PBL model, while the control class uses a conventional learning model. Research instruments include critical thinking ability tests and the Group Embedded Figures Test (GEFT) cognitive style test. Before the critical thinking ability test instrument is given, a test of the instrument is first carried out, namely a validity and reliability test. level of difficulty, and distinguishing power. The research results show that the significant level value is 0.001 which is smaller than α which is equal to 0.05 (0.000<0.05). These findings indicate that there is an influence of cognitive style on students' critical thinking abilities.

Influence of cognitive styles on students� research activities

Relevance. Understanding how cognitive styles affect students' research activities is essential for optimizing educational strategies and improving academic performance. Purpose. This study assesses the impact of cognitive styles on students� research activities by identifying how behavioural patterns influenced by cognitive styles affect the quality and quantity of scientific papers produced. Methodology. The study employed a survey of respondents to gather versatile data on students� cognitive styles and research activities. Methods included system analysis, logical analysis, comparison, synthesis, deduction, and classification. Results. The findings highlight significant variations in research productivity based on cognitive styles. Students with intuitive and reflective cognitive styles demonstrated higher levels of research output, characterized by innovative problem-solving and thorough analysis. In contrast, students with impulsive or strongly visual cognitive styles faced challenges in structuring and synthesizing research findings effectively. Conclusions. This research confirms that different cognitive styles significantly influence students� academic performance and research productivity. Educational strategies should be tailored to accommodate diverse cognitive preferences to optimize learning outcomes. Keywords: educational strategies; student performance; research productivity; educational programs adaptation; behavioural patterns

PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS VIII MADRASAH TSANAWIYAH

This is a quasi-experimental study (Quasi-Experimental Design) nonequivalent control group design with applying 3 × 2 factorial design. Subjects were students MTs Laboratory Fak. Tarbiyah IAIN STS Jambi City class VIII semester of academic year 2012/2013. Data collection was conducted by using two different instruments namely instruments Group Embedded Figures Test (GEFT) to measure cognitive styles. Instrument in the form of students and students' mathematics achievement test form of objective questions (multiple choice). Hypotheses were tested using analysis of Varian Two Line (Two-Way ANOVA), after testing prerequisites are met ie the data are normally distributed and the variance between relatively homogeneous sample. From the data analysis and statistical test results obtained are: (1) there is the influence of media use on learning outcomes of mathematics teaching eighth grade students of MTs, (2) there is an influence of cognitive style on learning outcomes of students' mathematics class VIII MTs (and (3) there is no significant interactions between media learning and cognitive style on learning outcomes of students' mathematics class VIII MTs Keyword: interactive cd, powerpoint, konvensional, cognitive style and learning outcomes

Pengaruh gaya kognitif FI-FD dan minat belajar terhadap pemahaman konsep matematika pada materi segitiga dan segiempat

The purpose of this study was to determine whether the field dependent-field independent cognitive style and interest in learning partially or simultaneously affect the understanding of mathematical concepts. This type of research is a quantitative study with a population of all class VII SMP Muhammadiyah 4 Kebomas, namely as many as 57 students, a sample of 30 respondents was taken utilizing corresponding arbitrary inspecting strategy. Information assortment procedures are by survey and test. Information examination method utilizing various direct relapse investigation. In light of the aftereffects of the relapse test, the results show that: 1) There is a significant influence of cognitive style and interest in learning simultaneously on the understanding of mathematical concepts. 2) There is a significant influence of cognitive style on the understanding of mathematical concepts. 3) There is a massive impact of interest in learning on the understanding of mathematical concepts. Based on data analysis, it can be interpreted that field dependent-field independent cognitive style and interest in learning partially or simultaneously have a significant effect on the understanding of mathematical concepts.

Psychological features of the influence of cognitive style on the cognitive activity of adolescent personality

У статті розкрито результати теоретичного аналізу і емпіричного дослідження проблеми взаємодії когнітивно-стильових особливостей та пізнавальної діяльності осію юнацького віку. Визначено, що різні поєднання параметрів когнітивного стилю по-різному асоціюються з успіхом або невдачею в умовах пізнавальної діяльності, зокрема під час розуміння тексту. Тільки ті поєднання, в яких чітко виражені глобальність-специфічність, аналітичність-синтетичність таімпульсивність-рефлексивність, пов᾿язані з успішним розумінням текстової інформації. Коґнітивно-стильові особливості мають важливий вплив на пізнавальну діяльність осіб юнацького віку, що підтверджено експериментальними даними, результатами кореляційного, дисперсійного аналізу. Найбільш продуктивними та успішними в процесі розуміння інформації за показниками повнота, глибина, виявили досліджувані з специфічним, аналітичним, рефлективним коґнітивними стилями. В процесі аналізу інформації, досліджувані спирались на схожі елементи образної, емоційної, знакової сфер. Водночас, виявлено, різницю у оперуванні смисловими одиницями. У індивідів з специфічним коґнітивним стилем смислові одиниці більш диференційовані, узагальнюються за знаковим компонентом, в той час, як емоційний та образний відходять на другій план. У досліджуваних з глобальним коґнітивним стилем смислові одиниці синтезовані, узагальнюються за образним та емоційним компонентами. В процесі розуміння інформації, виявлено зв’язок між коґнітивним стилем та рівнем розуміння смислу різних шарів тексту. Досліджувані з специфічним, аналітичним, рефлективним коґнітивними стилями мають універсальні схеми, чітко пов’язують події тексту, виявляють цілісне сприйняття, глибину розуміння тексту. Індивіди з глобальним, синтетичним, імпульсивним коґнітивними стилями фрагментарно сприймають текст, чітко виявляють зв’язок між подіями, але важко сприймають високі рівні смислової організації тексту, частіше роблять помилкові висновки. У дослідженні виявлено зв’язок між коґнітивно-стильовими особливостями та стилем кодування інформації. Словесно-мовленнєвий стиль кодування інформації пов’язується із глобальністю-специфічністю, аналітичністю-синтетичністю, а візуальний стиль кодування інформації – з імпульсивністю-рефлективністю. Ключові слова:когнітивний стиль, когнітивно-стильові особливості особистості, пізнавальна діяльність, юнацький вік.

The Influence of Cognitive Style on Self-Regulated Learning Ability of College Students

This study examined the relationship between cognitive style and self-regulated learning ability among 232 college students from colleges and universities in Hebei Province, China. The analysis revealed a significant positive correlation (r = 0.735, p < 0.01) between cognitive style and self-regulated learning ability. The finding supports previous research emphasizing the influence of cognitive style on learning outcomes. Educators can utilize this knowledge to design instructional strategies that cater to individual cognitive styles, enhancing students' self-regulated learning.

The benefits of cognitive style versatility for collaborative work.

A growing body of the literature shows the influence of cognitive styles, which capture the ways individuals share, encode, and process information, and their implications for collaboration. We build on this literature to investigate the special contributions of individuals with cognitive style versatility, or facility in more than one cognitive style, for improving teams' collaborative performance. In two studies, including a total of 452 participants in 132 teams, we observe that the presence of cognitively versatile individuals has direct (Study 1) and indirect (Study 2) effects on team performance. In an exploratory analysis, we observe that the presence of cognitively versatile individuals facilitates the task and social processes necessary for effective team information processing, specifically reducing team process conflict and task conflict and enhancing team social integration, with social integration mediating the relationship between cognitive style versatility and team performance. Importantly, these effects remain even when accounting for team cognitive ability and other measures of team surface- and deep-level diversity. Our findings contribute to the emerging literature on team composition and its implications for collaboration and teamwork. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

RETHINKING THE FUNCTIONAL EXPANSION OF QUASI-DOUBLE-VALENCY VERBS FROM THE CHANGE OF SYNTACTIC VALENCE -- AN IN-DEPTH ANALYSIS BASED ON THE CHANGE OF EMOTIONAL BEHAVIOR AND COGNITIVE PSYCHOLOGY

RETHINKING THE FUNCTIONAL EXPANSION OF QUASI-DOUBLE-VALENCY VERBS FROM THE CHANGE OF SYNTACTIC VALENCE -- AN IN-DEPTH ANALYSIS BASED ON THE CHANGE OF EMOTIONAL BEHAVIOR AND COGNITIVE PSYCHOLOGY

Achievement Motivation and Students’ Achievement in Secondary Biology: Is the Relationship Mediated by Cognitive Style?

Scientific and technological skills are needed for survival and economic prosperity in the 21st century. However, students persistently perform poorly in science subjects at the senior secondary school level. Thus, this study determined the mediating influence of cognitive style on the relationship between academic motivation and students’ academic achievement in senior School Biology in Remo North Local Government Area of Ogun State. The descriptive survey research design was adopted to conduct the research. The sample consisted of 180 students randomly selected from ten public senior secondary schools out of the 13 public schools present in the local government area. Data were collected using three instruments: Cognitive Style Questionnaire (r=0.71); Academic Motivation Scale (r=0.72); and Students’ Achievement Test in Biology (r=0.82). The data collected were analysed using regression and t-test statistics at 0.05 level of significance. The findings revealed that cognitive styles significantly mediated the relationship between academic motivation and students’ academic achievement in Biology. It was also found that there was no significant difference in the mean achievement scores of field-dependent and field-independent learners. The study concluded that cognitive style is a potent factor in the learning of Biology in senior secondary school. Although students can be motivated to learn, aligning instructional activities with their cognitive style by biology teachers is more important than motivation. Therefore, school counsellors should always help to classify students into their cognitive styles at the beginning of the session to enable teachers to tailor instructional activities to meet their learning needs.

The Influence of Cognitive Styles as Promoters of Entrepreneurial Orientation and Intrapreneurship as Drivers of Innovation: The Case of Pharmacy Professionals in Portugal

Innovation in the community pharmacy field has extreme importance in building customer loyalty and competitiveness and, during the COVID-19 pandemic, its value was even more noted. Thus, in this study, we aimed to assess the influence of cognitive styles (rational and intuitive) on individual entrepreneurial orientation and intrapreneurship and how they impact innovation. A questionnaire was applied to 209 community pharmacy professionals in Portugal during the COVID-19 pandemic, and PLS-SEM was used to statistically analyze the data obtained. For the results, we perceived those cognitive styles’ (rational and intuitive) impact on individual entrepreneurial orientation and partially on intrapreneurship, and this innovation is explained by individual entrepreneurial orientation and intrapreneurship. For the theoretical implications, we have contributed to the advancement of knowledge by establishing and understanding the relationship between the different dimensions suggested and, at the practical level for management, we have perceived where to act at the individual level, to improve innovation and provide suggestions in the directions suggested here. This study is original and innovative because there are no general studies in the literature that have related all the dimensions addressed here, and there is little current research in the community pharmacy field.

The Effect of Learning Methods and Cognitive Style on Student Learning Achievement

The purpose of this study was to examine: The effect of discussion and recitation methods on learning achievement, the effect of independent and dependent cognitive styles on learning achievement, the interaction between learning methods and cognitive style on learning achievement, whether learning achievement by using the discussion method with independent cognitive style was higher than the recitation learning method, whether learning achievement using the discussion method with a dependent cognitive style was higher than the recitation method. This research used quantitative research methods, the type of research was quasi-experimental factorial 2x2 with a population of 173 students and the sample was 61 students. The data collection technique used was a test of cognitive style and learning achievement. The analysis technique used two way ANOVA test and t-test. The results of hypothesis testing concluded: There was an influence of discussion learning methods and recitation learning methods on learning achievement, there was an influence of cognitive style on learning achievement, there was an interaction between learning methods and cognitive styles on student learning achievement, learning achievement using the discussion method of students who had independent cognitive style was higher than the dependent, learning achievement using the recitation method of students who had an independent cognitive style was not higher than the independent.

Influence of cognitive styles on coping behaviour and protective mechanisms of personality

The article presents theoretical and empirical studies of cognitive styles, mental representation, coping behaviour and mechanisms of psychological defence. The influence of cognitive styles is described: rigid/flexible cognitive control, narrow/wide range of equivalence, cognitive simplicity/complexity on coping behaviour and defence mechanisms. The tendency of respondents with flexible cognitive control to assess a difficult life situation through time characteristics, to associate it with solvability and safety is revealed. In coping behaviour, they choose Self-control, Social support, Acceptance of responsibility. Cognitive simplicity/complexity is characterised by predictability, solvability and the possibility of changing the situation. Respondents belonging to a narrow range of equivalence assess the situation in terms of completeness and saturation. It is revealed that the protective and coping behaviour in a difficult life situation depends on the specifics of the mental representation of those possessing cognitive-style characteristics. It is concluded that mental representation can be a link between cognitive styles and coping behaviour.

The Influence of Learners’ Cognitive Style and Testing Environment Supported by Virtual Reality on English-Speaking Learning Achievement

Although VR technology can provide an ideal learning and application environment for learners’ language skill acquisition, the learning performance of different types of learners in virtual environments and differences in their knowledge transfer ability from the virtual to the real environment still need further discussion. Therefore, we developed a VR English speaking training and testing system to understand the influence of cognitive style and test environment on the learners’ learning effect. The results indicated that: (1) the learning effect of the field-independent learners was lower than that of the field-dependent learners in the real testing environment, but significantly higher than that of the field-dependent learners in the virtual testing environment. Meanwhile, there was a more significant difference in the real and virtual learning effect between the field-dependent and field-independent learners; (2) there was a significant interaction between cognitive style and test environment in the learners’ learning effect. Besides, cognitive style and test environment had an influence on the spoken English learning effect based on VR. The field-independent learners were more likely to transfer what they had learned in the virtual environment to the real application.

Self Confidence and the Cognitive Styles among the Secondary School Students in Sri Lanka

The purpose of this study was to determine secondary school students' self-confidence in terms of cognitive style. The dependent variable was self-confidence and independent factors were gender and cognitive styles. The study used a descriptive survey and the sample consisted of 400 students in grade 11. Data was collected using the Cognitive Style Inventory and the Self-confidence Inventory and was analyzed using a two-way ANOVA. Data were analyzed using Two Way ANOVA with a 52-factorial design. The most important influence of cognitive style and gender on secondary school pupils' self-confidence was shown to be substantial. The double interaction impact of cognitive style and gender on secondary school students' self-confidence was discovered to be substantial. School teachers should organize classes by employing active teaching strategies, suitable teaching tactics, and aiding students in developing academic self-confidence. Lectures, workshops, and seminars should be provided to students who are falling behind owing to poor cognitive style selection.

The Influence of Cognitive Styles as Promoters of Entrepreneurial Orientation and Intrapreneurship as Drivers of Innovation: The Case of Nurses in Health Services in Portugal in Times of COVID-19

The main objective of this study is to assess how cognitive styles promote individual entrepreneurial orientation (IOE) and intrapreneurship and how they drive innovation among nurses in the healthcare services in Portugal. A total of 667 nurses participated, by completing an online questionnaire in the midst of the COVID-19 pandemic, working in different health units in Portugal. PLS-SEM structural equation modelling was used as a data analysis technique. The results show that cognitive styles have a positive influence on nurses’ IOE; that cognitive styles have a positive influence on intrapreneurship, which is mediated by the IO; that the IOE impacts nurses’ intrapreneurship and innovation, which is mediated by intrapreneurship; and that intrapreneurship impacts nurses’ innovation. The originality of this study lies in the absence of studies showing relationships between the dimensions that we propose to analyze during the pandemic of COVID-19.

Influence of Cognitive Style on Students’ Academic Achievement at Faculty of Economics, National University of Malaysia

Influence of Cognitive Style on Students’ Academic Achievement at Faculty of Economics, National University of Malaysia

Effects of Cognitive Style and Information Acquisition Method on Diagnosis Task Performance

ABSTRACT Recently, conventional main control rooms are being gradually replaced by digital main control rooms in nuclear power plants, which results in changes of factors that have effects on diagnosis task performance. The experiment was conducted under four interfaces with different information acquisition methods (Query, Filter, Query-Filter combined, and Visual Search) to explore the influence of cognitive style on diagnosis task performance and possible interaction effects with information acquisition methods. Cognitive style was measured by Index of Learning Styles Questionnaire from four dimensions (Reflective/Active, Intuitive/Sensing, Verbal/Visual, and Global/Sequential). The results showed that cognitive style significantly affected diagnosis task performance, and had interaction effects with information acquisition method. Reflective/Active dimension had significant effect on diagnosis performance under Filter and Query-Filter combined interfaces (active participants performed better). Intuitive/Sensing dimension had significant effect on diagnosis performance under Query and Filter interfaces (intuitive participants performed better). Verbal/Visual dimension had significant effect on diagnosis performance under conventional Visual Search interface (visual participants performed better) and Query interface (verbal participants performed better). The results could be useful for human-machine interface design and the selection of operators in complex industrial systems.

The role of cognitive styles in social perception of the specified and impersonal Other

The paper studies the contributions of cognitive styles to the process of stereotyping and perceptual bias (ingroup favoritism). It was suggested that the role of cognitive styles weakens in conditions of the object’s perceptual clarity and amplifies in conditions of his/her perceptual nebulosity. In the experiment, the level of perceptual clarity appeared as an independent variable and was set using different stimulus objects. Low perceptual clarity was presented by a description of fictional groups of people sensitive to low or high frequency sounds. Medium perceptual clarity was characterized by a description of recognizable (typical) groups of people who preferred «low-status» or «high-status» things. The level of high clarity was set by visual presentation of a specific person allegedly being a representative of the group sensitive to low or high frequency sounds. At the level of low and medium perceptual clarity, the Other was not presented visually. The study involved 305 students aged 17 to 22 (M = 19,21, SD = 0,97), 71 male and 234 female. It was found that cognitive styles were the most reliable predictors for stereotyping of the Other when his/her image was as depersonalized as possible, i.e. devoid of typological and visual certainty. The highest values of stereotyping were observed upon pronounced rigidity, field-dependence, impulsivity and cognitive simplicity. When a specified, visually defined Other was perceived, cognitive styles did not affect the stereotyping. Perceptual bias (ingroup favoritism) did not change under the influence of cognitive styles, regardless of the perceptual clarity level.

Cognitive Styles in Solving Educational Tasks

The article considers the influence of cognitive styles and individual features of perception and coding information on teaching geometry. Cognitive styles can determine success in learning, as they are manifested in the individual characteristics of the cognitive processes of students, their ways of perception, thinking, and action. Special attention is paid to the problems of connection of cognitive styles with interhemispheric brain asymmetry, level of intelligence, and motivation of a personality. The article underlines a very important for the learning process individual characteristic of a student. It is ‘differentiation of the field’, which means the influence of differences of the external environment on human decision-making. Differentiation of the field is described in terms of field dependence – field independence. Field dependence as a cognitive style means dominance of the whole, a lack of differentiation of parts in an image of perception, a disability to overcome the context, to select separate stimuli from the background. Field independence is an ability to resist the influence of conflicting background signs in the perception of visual forms and ties, an ability to perceive the whole, to allocate parts from complex figures, to choose stimuli from a context. In the conducted experimental research there were offered examples of tasks that allow to form cognitive ‘flexibility’ and overcome difficulties of students in analyzing geometric problems text. There were highlighted types of such tasks that were characterized by an educational effect. The conclusions from the experiment show that taking into account the parameters of cognitive styles with regular use of the system of developed tasks has a positive impact on the achievement of subject results in teaching students. The analysis of scientific and educational literature was carried out in order to make the understanding of the categories in this insufficiently researched area available to a wide range of school teachers.

The Influence of Cognitive Style on Mathematical Communication of Prospective Math Teachers in Solving Problems

Communication is important to connect with others. It is one of the important aspects that must be mastered by the prospective math teacher as a tool of knowledge transfer. They are expected to have good mathematical communication skills to facilitate them in the mathematics learning process. Problem-solving in learning mathematics is something that cannot be ignored. Through problem-solving, students can have a better understanding of concepts because through mathematical problem solving, and students are required to be more active in using the concepts they have in a variety of new situations encountered. FD/FI cognitive style is the extent to which a person perceives parts of a field discrete from the surroundings rather than embedded in it as a whole. Based on differences from cognitive style, it certainly affects the way of communication, especially mathematical communication. So, the aim of this research was exploration the mathematical communication of prospective math teacher in solving problem viewed from FI/FD cognitive style. This type of research was descriptive research with a qualitative approach. The subjects of this research were 86 prospective math teachers. Data were collected through tests, assignments, and task-based interviews. The results of this study indicated that mathematical communication from FD and FI students were not different when solving routine problems, but were different when solving non-routine problems, which require strategy and decision making. FD students had difficulty communicating their strategies clearly and coherently. Meanwhile, FI students explained the strategies they used in more detail.