The Relationship of Cognitive Style to the Evaluation of University Art Instructors

1984 ◽  
Vol 25 (2) ◽  
pp. 109 ◽  
Author(s):  
Betty D. Copeland
1981 ◽  
Vol 22 (3) ◽  
pp. 24 ◽  
Author(s):  
Nancy J. Douglas ◽  
Julia B. Schwartz ◽  
Janet B. Taylor

1974 ◽  
Vol 5 (4) ◽  
pp. 424-433 ◽  
Author(s):  
Manuel Ramirez ◽  
Alfredo Castaneda ◽  
P. Leslie Herold

THE BULLETIN ◽  
2021 ◽  
Vol 389 (1) ◽  
pp. 306-315
Author(s):  
M.V. Mun ◽  
S.K. Berdibayeva ◽  
F.A. Sakhiyeva ◽  
S.S. Dossanova ◽  
M.P. Kabakova ◽  
...  

Aim of the study. The first goal of the study is to determine the relationship of the cognitive style "rigidity-flexibility of cognitive control" with the level indicators of intelligence. The second goal of this study is to identify possible relationships between "rigidity-flexibility of cognitive control" and the properties of temperament. Materials and Methods. In this work the authors used the Wechsler Adult Intelligence Scale (WAIS), the Stroop color–word-interference task, the Questionnaire of the formal-dynamic properties of individuality (QFDPI, designed by Rusalov V.M.), and 15 heuristic tasks, 5 tasks each in figurative, logical and figurative-logical form (designed by Kulyutkin Y.N., KrutetskiyV.A., Smallian R.). Results. The general success of solving heuristic tasks is determined by a complex of factors, which includes indicators of the flexibility of thinking, intelligence and “intellectual” temperamental properties. The flexibility of thinking is correlated with the level characteristics of intelligence in such a way that high levels of verbal, non-verbal and general intelligence correspond to the flexibility of cognitive control, low values of indicators of intelligence correspond to the pole of rigidity of this cognitive style; intellectually developed subjects are more flexible. Conclusions. The cognitive style of “rigidity-flexibility of cognitive control” can be considered as a meta-ability. This cognitive style correlates with indicators of temperament and intelligence, and to a certain extent determines the success of solving heuristic tasks.


MATHEdunesa ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 552-561
Author(s):  
Delviera Lukita Wardani

Relational thinking is one of the interesting problems in mathematics education, this is motivated by the students low relational thinking ability. The characteristic of relational thinking is that students can think by building relationships from various objects/contexts that are related to each other. This type of research is qualitative descriptive research. The analysis of data in this study was done by reducing MFFT test data, troubleshooting tests and interviews, data presentation, and withdrawal conclusions. The subject of this research is two students grade XI of SMA Negeri 15 Surabaya in 2020/2021 year with trigonometric ratio material. In this research, the way students thinking with relationally can be seen from how students build the relationship of information in identifying problems as a whole because there is a possibility of students writing information in full or not also the different concepts they used. Subjects with a reflective cognitive style redrawed the problem to make it easier to solve the problem, while subjects with an impulsive cognitive style only wrote briefly what was known on the problem. The relational way of thinking of reflective cognitive style subjects is more visible than the impulsive cognitive style subjects. One subject mistakenly used the settlement plan. Both of them checking back on the completion of each answer sheet, but the focus of checking is different. Keywords: Cognitive style, Impulsive, Problem solving, Reflective, Relational thinking


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