THE RELATIONSHIP OF COGNITIVE STYLE «FIELD DEPENDENCE – FIELD INDEPENDENCE» AND «RIGIDITY OF COGNITIVE CONTROL - FLEXIBILITY OF COGNITIVE CONTROL» WITH THE LEVEL OF SELF-ASSESSMENT OF LIFE QUALITY AT STUDENTS OF THE FIRST COURSE OF THE SIBERIAN STATE MEDICAL UNIVERSITY

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.

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Cognitive Styles: Illusory Phenomena

Perceptual and Motor Skills ◽

10.2466/pms.1985.60.1.201 ◽

1985 ◽

Vol 60 (1) ◽

pp. 201-202 ◽

Cited By ~ 3

Author(s):

Diane J. Schiano ◽

Hou-Can Zhang

Keyword(s):

Cognitive Style ◽

Field Dependence ◽

Negative Correlation ◽

Cognitive Styles ◽

Illusion Magnitude ◽

Significant Negative Correlation ◽

Research Field ◽

Stimulus Field ◽

Field Independence ◽

The Relationship

The relationship between cognitive style and illusion magnitude was examined using the assimilation and contrast Delboeuf distortions. As in previous research, field dependence correlated positively with assimilation; however, a significant negative correlation with contrast was also found, suggesting that, while field dependence may involve the illusory integration of the stimulus field, field independence may involve its equally illusory differentiation.

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Cognitive Control in Recall of Similar Visual Designs Vs Nonsimilar Thematic Materials

Perceptual and Motor Skills ◽

10.2466/pms.1973.36.2.627 ◽

1973 ◽

Vol 36 (2) ◽

pp. 627-631 ◽

Cited By ~ 1

Author(s):

Leander J. Lohrenz ◽

Riley W. Gardner

Keyword(s):

Cognitive Control ◽

Field Dependence ◽

Stimulus Material ◽

Different Types ◽

Relationship Of ◽

The Relationship

3 experiments were performed to clarify the relationship of two principles of cognitive control to the recall of different types of stimulus material. Exp. I shows that there is little or no relationship between leveling-sharpening and recall of thematic material and no relationship to recall of sequentially presented, highly similar designs. Exps. II and III show that, as predicted, field-articulation or field-dependence is related to the recall of similar visual designs but not to the recall of thematic material.

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Representation of physical self and protection of ego in women with eating disorders

Experimental Psychology (Russia) ◽

10.17759/exppsy.2015080311 ◽

2015 ◽

Vol 8 (3) ◽

pp. 118-128 ◽

Cited By ~ 1

Author(s):

E.V. Kamenetskaya ◽

T.A. Rebeko

Keyword(s):

Eating Disorders ◽

Cognitive Style ◽

Field Dependence ◽

Field Independence ◽

Personality Variables ◽

The Relationship

In the article we studied the relationship between eating disorders, and cognitive and personality variables. We present the results of the study of women using techniques to assess the relationship between eating disorders (like overeating), cognitive style (field dependence / field independence), with their bodies and aggression.

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The Relationship of Cognitive Style and Method of Instruction to Performance in Ninth Grade Geography

The Journal of Educational Research ◽

10.1080/00220671.1971.10884275 ◽

1971 ◽

Vol 65 (3) ◽

pp. 137-141 ◽

Cited By ~ 27

Author(s):

J. Kent Davis ◽

Tarrance Don Grieve

Keyword(s):

Cognitive Style ◽

Ninth Grade ◽

Method Of Instruction ◽

Relationship Of ◽

The Relationship

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Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

Psychological-Pedagogical Journal GAUDEAMUS ◽

10.20310/1810-231x-2021-20-1(47)-14-20 ◽

2021 ◽

pp. 14-20

Author(s):

Marina A. Fedorova

Keyword(s):

Learning Process ◽

Personal Development ◽

Learning Activities ◽

Independent Learning ◽

Self Assessment ◽

Pedagogical Research ◽

The University ◽

Relationship Of ◽

Educational Paradigms ◽

The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

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