The Influence of Cognitive Styles on Learners’ Performance in e-Learning

2012 ◽  
pp. 95-115
Author(s):  
Robert Z. Zheng
Keyword(s):  
Linear Relationship ◽  
Cognitive Style ◽  
Situated Learning ◽  
Cognitive Styles ◽  
Learning Gains ◽  
Complex Learning ◽  
E Learning ◽  
And Performance ◽  
The Relationship ◽  
Instructional Situations

This chapter focused the influence of cognitive styles on learners’ performance in e-Learning. The author examined the existing practice of style matching where instructional conditions were matched with learners’ cognitive styles and found that style matching did not necessarily provide learning gains for learners with different cognitive styles. Instead, he proposed ability building as an effective approach to improve learners’ learning. Following the same line, the author further examined the relationship between cognitive styles and instructional situations where situated learning was implemented. The results revealed that instructional situations can significantly influence learners’ learning in complex learning and that cognitive style was not, as viewed by many people, a linear relationship between style and performance. Instead, it displayed multi-dimensional relationships with variables related to e-Learning. The author thus suggested that cognitive style should be examined in a broader manner where variables related to e-Learning be considered simultaneously.

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.

Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics

2018 ◽  
Vol 19 (3) ◽  
pp. 746-754
Author(s):  
Elif Atabek-Yigit
Keyword(s):  
Cognitive Style ◽  
Chemical Kinetics ◽  
Cognitive Styles ◽  
Cognitive Structure ◽  
Field Dependency ◽  
Field Independent ◽  
Figure Test ◽  
Flow Map ◽  
The Given ◽  
The Relationship

Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

Cognitive Styles: Illusory Phenomena

1985 ◽  
Vol 60 (1) ◽  
pp. 201-202 ◽  
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.

Cognitive Style and the Management of Small and Medium-Sized Enterprises

2004 ◽  
Vol 25 (2) ◽  
pp. 155-181 ◽  
Author(s):  
Eugene Sadler-Smith
Keyword(s):  
Financial Performance ◽  
Cognitive Style ◽  
Management Development ◽  
Rational Analysis ◽  
Decision Style ◽  
Managerial Action ◽  
Article Analysis ◽  
Environmental Instability ◽  
And Performance ◽  
The Relationship

A long-standing dilemma in theories of management surrounds the question of whether effective managerial action is better served by ‘rational analysis’ or ‘creative intuition’. In the present article, analysis and intuition are conceived within a framework of cognitive style in which a distinction is drawn between the processing of information (rational and intuitive) and the organizing of information in memory (local and global). Such styles are thought to affect a range of management behaviours (including decision-making). The relationship between managers’ cognitive styles and firm performance was examined from a contingency perspective in which environmental instability was hypothesized as moderating the relationship between style and performance. The study was based upon data obtained from owner-managers and managing directors of small and medium-sized firms in two contrasting sectors. There was a positive relationship between intuitive decision style and contemporaneous financial and non-financial performance that did not appear to be moderated by environmental instability. Furthermore, a statistically significant relationship between intuitive decision style and subsequent financial performance was observed. The implications of these findings for theories of cognitive style, the management of small and medium-sized enterprises, and for the practice of management development in such firms are discussed.

scholarly journals The rhythm of effective entrepreneurs’ decision-making process. The pathways of alertness scanning and search and cognitive style. A mediation model

2021 ◽  
Author(s):  
Sara Sassetti ◽  
Vincenzo Cavaliere ◽  
Sara Lombardi
Keyword(s):  
Decision Making ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Decision Making Process ◽  
Manufacturing Companies ◽  
Mediation Model ◽  
Scant Attention ◽  
Entrepreneurial Decision ◽  
The Relationship

AbstractHow can entrepreneurs be effective when making decisions? To enrich current research on entrepreneurship and cognition, the present study shows how alertness and decision making are closely related. Prompted by the scant attention that scholars have paid to the link between alertness and the pathways of entrepreneurs’ thought, it proposes that being alert by adequately scanning and searching for information is likely to increase decision-making effectiveness. Distinguishing between rational and intuitive cognitive styles and based on a sample of 98 Italian entrepreneurs from small and medium manufacturing companies, the analysis shows that while a rational cognitive style significantly mediated the relationship, intuition did not play a role in shaping entrepreneurial decision-making effectiveness. The results suggest that developing individual alertness might not be sufficient for entrepreneurs to make effective decisions; a rational cognitive style might also be a key mechanism shaping this association.

scholarly journals The Correlation between Iraqi EFL Preparatory School Students’ Cognitive Styles and English Productive Skills

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Hossam Ali Na’ama Abdul Ridha ◽  
Prof. Dr. Bushra Saadoon Mohammed Al-Noori
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Cognitive Styles ◽  
Foreign Language Learning ◽  
Validity And Reliability ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
And Performance ◽  
The Relationship

Cognitive styles are important in field of foreign language learning. Knowing of cognitive styles can be as guide to help teachers in order to determine students’ preferences that may used in learning process. This study aims to find the Iraqi EFL preparatory school students’ cognitive styles. In addition, it aims to find the Iraqi EFL preparatory school students’ performance of productive skills. Moreover, the study aims to find the relationship between Iraqi EFL preparatory school students’ cognitive styles and performance of language productive skills. Where are your hypotheses? The sample of the present study consists of 200 students from Iraqi different preparatory schools. To achieve the aims of the current study, two instruments have been used, namely; cognitive styles questionnaire and productive skills test. After ensuring the validity and reliability of the instruments, the two instruments are applied to the sample of the study.

scholarly journals ALGEBRA PROBLEM SOLVING ABILITY BASED ON SOLO TAXONOMY ASSESSED FROM COGNITIVE STYLE

2021 ◽  
Vol 12 (2) ◽  
pp. 148
Author(s):  
Arie Purwa Kusuma ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
S Mariani
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Research Subjects ◽  
Solo Taxonomy ◽  
Abstract Level ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Student Problem

Algebra is a branch of mathematics that uses mathematical statements to describe the relationship between various things. This study aims to describe the algebra problem solving abilities of students in the Linear Program course. There are differences in student problem solving, which are caused by students' cognitive styles. Reflective and impulsive cognitive styles based on the SOLO taxonomy. This research method is descriptive qualitative. The research was conducted at STKIP Kusuma Negara Jakarta. The research subjects consisted of 4 students, 2 students having a reflective cognitive style and 2 students having an impulsive style. Purposive sampling technique was used in taking the subjects.Data collection techniques used cognitive style test questions Matching Familiar Figures Test (MFFT), algebra problem solving test questions and interview guidelines. Data collection techniques used two techniques, namely written tests and interviews. Technical analysis of data by reducing data, presenting data, and drawing conclusions. From the data processing, the results of the research were 2 students whose have flexible cognitive style also have good algebra problem solving abilities and based on SOLO taxonomy reached the Extended abstract level. Meanwhile, students who have an impulsive cognitive style in solving algebra problems based more on the SOLO taxonomy have Multistructural and Unistructural levels. So each cognitive style of students gives the different results in solving problems.

Effect of Conceptual Tempo on Kindergarten Reading Readiness

1981 ◽  
Vol 53 (1) ◽  
pp. 127-134 ◽  
Author(s):  
Sharon A. Sousley ◽  
Richard M. Gargiulo
Keyword(s):  
Multivariate Analysis ◽  
Cognitive Style ◽  
Dependent Measure ◽  
Reading Readiness ◽  
Educational Implications ◽  
Kindergarten Reading Readiness ◽  
And Performance ◽  
Metropolitan Readiness Test ◽  
The Relationship ◽  
Matching Familiar Figures Test

The present study examined the relationship between cognitive style and reading readiness in 104 kindergarteners prior to and after exposure to a treatment designed to modify conceptual impulsivity. Correlations were also obtained between errors and latencies on the Matching Familiar Figures Test and performance on the Metropolitan Readiness Test. A multivariate analysis of variance indicated significant differences between impulsive and reflective children on the Metropolitan. Errors on the Matching Familiar Figures Test negatively correlated with performance on the Metropolitan while response latency was positively correlated. No treatment effect was evidenced on either dependent measure although selected pre- vs posttest differences were observed. The results were discussed in terms of the existing literature and educational implications.

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