Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference.

2003 ◽  
Vol 95 (4) ◽  
pp. 833-846 ◽  
Author(s):  
Richard E. Mayer ◽  
Laura J. Massa
2019 ◽  
Vol 46 (6) ◽  
pp. 856-868 ◽  
Author(s):  
Miron Zuckerman ◽  
Chen Li ◽  
Shengxin Lin ◽  
Judith A. Hall

Zuckerman et al. (2013) conducted a meta-analysis of 63 studies that showed a negative intelligence–religiosity relation (IRR). As more studies have become available and because some of Zuckerman et al.’s (2013) conclusions have been challenged, we conducted a new meta-analysis with an updated data set of 83 studies. Confirming previous conclusions, the new analysis showed that the correlation between intelligence and religious beliefs in college and noncollege samples ranged from −.20 to −.23. There was no support for mediation of the IRR by education but there was support for partial mediation by analytic cognitive style. Thus, one possible interpretation for the IRR is that intelligent people are more likely to use analytic style (i.e., approach problems more rationally). An alternative (and less interesting) reason for the mediation is that tests of both intelligence and analytic style assess cognitive ability. Additional empirical and theoretical work is needed to resolve this issue.


TESTFÓRUM ◽  
2017 ◽  
Vol 6 (10) ◽  
pp. 4-13
Author(s):  
Lenka Krajčíková

Predkladaný krátky článok pojednáva o testovaní kognitívneho štýlu závislosti/nezávislosti na poli podľa Witkina. Tento kognitívny štýl popísaný v 50. rokoch bol v niekoľkých posledných dekádach vystavený kritike, ktorá sa na jednej strane týka samotnej definície kognitívneho štýlu, na strane druhej i metód, ktoré sú k testovaniu tohto štýlu používané. V práci sa čitateľ dozvie ako o metódach testovania závislosti/nezávislosti na poli tak o kritike tohto konceptu. Hlavným zámerom článku je poskytnúť historický exkurz do testovania kognitívneho štýlu závislosti/nezávislosti na poli pomocou testu k tomu pôvodne určenému (Embedded Figures Test). Čitateľ sa dozvie o nejednoznačnosti použitia testu EFT a pochybnostiach o tom, že skutočne testuje spomínaný kognitívny štýl. Test samotný bude predstavený v novom svetle potenciálne zaujímavého nástoja na testovanie priestorovej kognitívnej schopnosti či všeobecnej inteligencie, čo je však nutné ďalším výskumom objasniť. Presented short paper deals with testing of cognitive style of field dependence/independence by Herman Witkin. This cognitive style described in fifties was wildly criticized in last couple of decades. The criticism was aimed towards the definition of a cognitive style and also towards methods evaluating and testing this so called cognitive style. The paper describes various methods of testing this style and provides brief overview of a criticism of the concept. The main goal of this paper is to provide a historical overview of testing cognitive style of field dependence/independence and to evaluate test created for that purpose (Embedded Figures Test). The reader will find out that EFT is not a completely valid method of testing cognitive style mentioned above and there are some doubts about what this test is really measuring. EFT will be introduced from a slightly different angle, as an interesting method of testing spatial cognitive ability or general intelligence, but these new options of use of EFT require further research. 


2020 ◽  
Author(s):  
Omid Ghasemi ◽  
Simon Handley ◽  
Stephanie Howarth

Classic dual process theories of human reasoning attribute explicit reasoning to effortful, deliberative thinking. According to these models, intuitive processes lack any access to the formal rules of logic and probability and hence rely exclusively on superficial problem features to determine a response. However, in recent years, researchers have demonstrated that reasoners are able to solve simple logical or probabilistic problems relatively automatically, a capability which has been called ‘logical intuition’. In four experiments, we instructed participants to judge the validity (Experiment 1 and 4), likeability (Experiment 1, 2, and 3) and brightness (Experiment 2, 3, and 4) of the conclusion to several reasoning problems. Participants were also asked to complete a range of individual differences measures, drawing on cognitive ability and cognitive style, in order to evaluate the extent to which ‘logical intuitions’ were linked to measures of deliberative reasoning. The results showed that participants judged the conclusion of logically valid statements to be more valid, more likable and more physically bright. Participants with higher cognitive ability and unlimited processing time showed greater effects of logical validity in their liking judgments. However, these effects were absent in the brightness tasks, suggesting that logic effects observed under instructions to judge conclusion brightness are a purer measure of ‘logical intuition’. We discuss the implications of our findings for recent dual process theories of human reasoning.


1986 ◽  
Vol 62 (3) ◽  
pp. 731-738 ◽  
Author(s):  
Michael C. Dillbeck ◽  
Panayotis D. Assimakis ◽  
Dennis Raimondi ◽  
David W. Orme-Johnson ◽  
Robin Rowe

50 college students practicing the Transcendental Meditation and TM-Sidhi program were administered the Culture Fair Intelligence Test and Group Embedded Figures Test. Significant longitudinal increases over a 3- to 5-yr. period were found in performance on both measures. In the context of normative data, these findings indicate that the practices contribute to an increase in the effectiveness of cognitive ability and cognitive style. The results are consistent with previous findings on the positive effect of the Transcendental Meditation and TM-Sidhi program on these variables in an educational setting.


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