Do Social Constraints Inhibit Analytical Atheism? Cognitive Style and Religiosity in Turkey

2020 ◽  
Vol 20 (1-2) ◽  
pp. 1-21
Author(s):  
Catherine L. Caldwell-Harris ◽  
Sevil Hocaoğlu ◽  
Jonathan Morgan
Keyword(s):  
Social Norms ◽  
Cognitive Style ◽  
Social Environment ◽  
Cognitive Styles ◽  
Social Pressure ◽  
Social Constraints ◽  
Bilingual Students ◽  
Cultural Contexts ◽  
Cognitive Characteristics ◽  
Analogous Effect

Abstract Recent studies claim that having an analytical cognitive style is correlated with reduced religiosity in western populations. However, in cultural contexts where social norms constrain behavior, such cognitive characteristics may have reduced influence on behaviors and beliefs. We labeled this the ‘constraining environments hypothesis.’ In a sample of 246 Muslims in Turkey, the hypothesis was supported for gender. Females face social pressure to be religious. Unlike their male counterparts, they were more religious, less analytical, and their analytical scores were uncorrelated with religiosity. We had predicted an analogous effect for the comparison between monolingual and bilingual students, since English-proficient students are exposed to a wider social environment. The bilingual students were less religious than the monolingual students, yet they were also less analytical. Thus, being analytical was not the path to lower religiosity for the bilingual students. Cognitive styles need to be studied along with social norms in a variety of cultures, to understand religion-cognition relationships.

The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Marlin Helentina Napitupulu ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Factorial Design ◽  
Key Words ◽  
Cognitive Style ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Cognitive Styles ◽  
Csr Strategy

The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher  result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies

Successful Careers and Cognitive Style: A Follow-up Study of Childhood Family Discontinuity

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1071-1074
Author(s):  
Virginia Z. Gordon
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Career Path ◽  
Cognitive Styles ◽  
Original Research ◽  
Original Sample ◽  
Follow Up Study ◽  
Successful Career ◽  
Problem Solving Style

It was predicted that those participants who experienced discontinuity (death, divorce, and separations) from their parent(s) in childhood and who had successful careers in adulthood would manifest more innovative than adaptive cognitive styles on the Kirton Adaption-Innovation Inventory. The original research showed 61% of the sample members ( n = 41) experienced family discontinuity. Ninety percent ( n = 37) of the previous participants responded and showed 59% family discontinuity. Fifty-four percent in the follow-up study chose an alternative career path (counterstriving), the same percentage as in the original sample. When both family discontinuity and counterstriving were present, statistically significant innovation scores occurred. Family discontinuity in childhood and a successful career in adulthood are likely to be associated with high striving-motivation and an innovative (paradigm-breaking) problem-solving style.

scholarly journals Act versus Impact: Conservatives and liberals exhibit different structural emphases in moral judgment

2017 ◽  
Author(s):  
Ivar Hannikainen
Keyword(s):  
Public Policy ◽  
Moral Judgment ◽  
Cognitive Style ◽  
Distinctive Feature ◽  
Intrinsic Value ◽  
Cognitive Styles ◽  
Moral Foundations ◽  
Moral Foundations Theory ◽  
Trolley Problem ◽  
Expected Outcomes

Conservatives and liberals disagree sharply on matters of morality and public policy. We propose a novel account of the psychological basis of these differences. Specifically, we find that conservatives tend to emphasize the intrinsic value of actions during moral judgment, in part by mentally simulating themselves performing those actions, while liberals instead emphasize the value of the expected outcomes of the action. We then demonstrate that a structural emphasis on actions is linked to the condemnation of victimless crimes, a distinctive feature of conservative morality. Next, we find that the conservative and liberal structural approaches to moral judgment are associated with their corresponding patterns of reliance on distinct moral foundations. In addition, the structural approach uniquely predicts that conservatives will be more opposed to harm in circumstances like the well-known trolley problem, a result which we replicate. Finally, we show that the structural approaches of conservatives and liberals are partly linked to underlying cognitive styles (intuitive versus deliberative). Collectively, these findings forge a link between two important yet previously independent lines of research in political psychology: cognitive style and moral foundations theory.

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

2021 ◽  
Author(s):  
Edi Ansyah ◽  
Wachidi ◽  
Riyanto
Keyword(s):  
Student Learning ◽  
Cognitive Style ◽  
Quantitative Research ◽  
Cognitive Styles ◽  
Learning Methods ◽  
Learning Achievement ◽  
Quantitative Research Methods ◽  
Quasi Experimental ◽  
Data Collection Technique ◽  
Dependent Learning

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.

scholarly journals The influence of interactive and static infographics on the academic achievement of reflective and impulsive students

2021 ◽  
pp. 147-162
Author(s):  
Dina Ismaeel ◽  
Ensaf Al Mulhim
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Learning Resources ◽  
Information Presentation ◽  
E Learning ◽  
Presentation Methods

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

Developmental Perception and Cognitive Styles: From Young Children to Master Artists

1975 ◽  
Vol 40 (3) ◽  
pp. 983-998 ◽  
Author(s):  
Rosslyn Gaines
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Developmental Theory ◽  
Kindergarten Children ◽  
Perceptual Skills ◽  
Grade 5 ◽  
Field Independent ◽  
Economic Support ◽  
The Relationship

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.

The exploration study of cognitive styles for Taiwan University graduates’ job hunting in Mainland China

2017 ◽  
Vol 11 (1) ◽  
pp. 163-179 ◽  
Author(s):  
Jenn Tang
Keyword(s):  
Cognitive Style ◽  
Q Methodology ◽  
Cognitive Styles ◽  
Mainland China ◽  
Economic Downturn ◽  
Local Market ◽  
University Graduates ◽  
Trust Mechanism ◽  
Content Type ◽  
Work Abroad

Purpose In the context of an economic downturn and three transitions of political power, Taiwan’s Kuomintang (KMT) kick-started the cross-strait mutual trust mechanism, encouraging university graduates to find employment in mainland China’s job market (in both mainland China and Hong Kong). Academia and industry are both paying great attention to this issue. There is still a paucity of discussions about cognitive style with regard to working in mainland China (Macau) Design/methodology/approach This study is based on the Q methodology using a sample of Taiwanese university graduates to explore how behavioral factors relate to cognitive style. Findings This paper defines four cognitive styles based on differences in focus and motivation: lifestyles of health and sustainability (LOHAS), word-of-mouth (WOM), learning/practice match and local market disappointment. Originality/value An association is drawn between cognition theory and psychology’s classification of cognitive style. In the context of the four cognitive styles, this paper explores the practical implications of employment and provides recommendations for those intending to work abroad.

Investigating the Effects of Individual Cognitive Styles on Collaborative Gameplay

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.

Building Collaborative Ontologies

2015 ◽  
pp. 305-324
Author(s):  
Tatiana A. Gavrilova ◽  
Irina A. Leshcheva
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Knowledge Structure ◽  
Ontology Development ◽  
New Paradigm ◽  
Ontology Design ◽  
Analytical Work ◽  
Knowledge Structuring ◽  
Two Stages ◽  
Graph Map

The chapter describes the research performed within the KOMET (Knowledge and cOntent structuring via METhods of collaborative ontology design) project, which was aimed at developing a new paradigm for knowledge structuring. By knowledge structure, the authors define the main domain concepts and relations between them in a form of graph, map, or diagram. The approach considers the specifics of individual cognitive style. Two stages of research have been completed: research into correlations between the expert's individual cognitive style and the peculiarities of expert's subject domain ontology development; and study of correlations between the expert's individual cognitive style and the group ontology design (including the design performed in groups consisting of experts either of similar or of different cognitive styles). The results of this work can be applied to organizing collaborative ontology design (especially for research and learning purposes), data structuring, and other group analytical work. Implications for practice are briefly delineated.

Cognitive Style, North American Values, and the Body of Christ,

1974 ◽  
Vol 2 (2) ◽  
pp. 77-88 ◽  
Author(s):  
V. Mary Stewart
Keyword(s):  
Cognitive Style ◽  
North American ◽  
Cognitive Styles ◽  
The Body ◽  
Body Of Christ ◽  
Personal Style ◽  
American Values ◽  
The Reformation ◽  
Psychological Models

The Reformation doctrine of “the Word and the Spirit,” as outlined by Bernard Ramm, is related to various psychological models of cognitive and personal style. It is suggested that Witkin's distinction between “analytic” and “global” cognitive styles has its parallel in two differing religious styles, which are labelled “Word-oriented” and “Spirited-oriented.” The implications of these two styles for the functioning of pastors, parishioners and Christian workers are examined in detail.

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