Individual Differences in Cognitive Style and Discovery Approaches to Learning Mathematics

People experience a strong conflict while condemning someone who brought about an accidental harm, her innocent intention exonerating her, but the harmful outcome incriminating her. In the present research (total N = 4879), we explore how reasoning ability and cognitive style relate to how people choose to resolve this conflict and judge the accidental harms. A first set of studies (1a-c) showed that individual differences in cognitive style predicted severity of judgments in fictitious accidental harms scenarios, with more able (or willing) reasoners being less harsh in their judgments. A second set of studies (2a-c) relied on experimental manipulations of cognitive load (Dot matrix, Time pressure, Mortality Salience manipulations), aiming to tax available cognitive resources to participants while evaluating third-party harmful behaviors. These manipulations, however, failed to modulate people’s moral judgments for accidental harms. We discuss the importance of individual differences in reasoning ability in the assessment of accidental harms, and we also propose potential explanations for the failure of our experimental manipulations to affect severity of moral condemnation.

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Investigating the Effects of Individual Cognitive Styles on Collaborative Gameplay

ACM Transactions on Computer-Human Interaction ◽

10.1145/3445792 ◽

2021 ◽

Vol 28 (4) ◽

pp. 1-49

Author(s):

Sultan A. Alharthi ◽

George E. Raptis ◽

Christina Katsini ◽

Igor Dolgov ◽

Lennart E. Nacke ◽

...

Keyword(s):

Mixed Methods ◽

Individual Differences ◽

Cognitive Style ◽

Team Performance ◽

Team Member ◽

User Study ◽

Cognitive Styles ◽

Mental Load ◽

Field Dependent ◽

Player Experience

In multiplayer collaborative games, players need to coordinate their actions and synchronize their efforts effectively to succeed as a team; thus, individual differences can impact teamwork and gameplay. This article investigates the effects of cognitive styles on teams engaged in collaborative gaming activities. Fifty-four individuals took part in a mixed-methods user study; they were classified as field-dependent (FD) or independent (FI) based on a field-dependent–independent (FD-I) cognitive-style-elicitation instrument. Three groups of teams were formed, based on the cognitive style of each team member: FD-FD, FD-FI, and FI-FI. We examined collaborative gameplay in terms of team performance, cognitive load, communication, and player experience. The analysis revealed that FD-I cognitive style affected the performance and mental load of teams. We expect the findings to provide useful insights on understanding how cognitive styles influence collaborative gameplay.

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Chinese Students' Learning Strategies in Learning Spanish as a Second Language

Handbook of Research on Advancing Language Equity Practices With Immigrant Communities - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-3448-9.ch007 ◽

2020 ◽

pp. 129-141

Author(s):

María del Carmen Azpiroz

Keyword(s):

Individual Differences ◽

International Students ◽

International Education ◽

Learning Strategies ◽

Chinese Students ◽

Recipient Country ◽

Approaches To Learning ◽

Spanish Speaking ◽

The Third ◽

L2 Spanish

Since the beginning of the 21st century, international education has grown at an extraordinary rate, and even countries like Uruguay, which has not been a recipient country of a significant flow of international students, has experienced an important increase of students from other countries and cultures. L2 Spanish learners from several Chinese universities travel to a Spanish-speaking country in the third year of their major to attend Spanish and culture lessons during two academic semesters. The aim of increasing the knowledge of Chinese approaches to learning is part of the interest of researchers and teachers in expanding their understanding of individual differences in learning. This chapter summarizes the research carried out at Universidad ORT Uruguay that focuses on identifying and understanding L2 (Spanish) strategies to learning.

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