Seeing Networks Clearly: The Influence of Holistic-Analytical Thinking Styles on Network Perception

School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.

Download Full-text

Investigation of Students’ Holistic and Analytical Thinking Styles in Learning Environments assisted with Dynamic Geometry Software

TED EĞİTİM VE BİLİM ◽

10.15390/eb.2019.8003 ◽

2019 ◽

Author(s):

Ercan Atasoy ◽

Mehmed Emre Konyalıhatipoğlu

Keyword(s):

Learning Environments ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Thinking Styles ◽

Analytical Thinking

Download Full-text

Designing subject-subject relations on the basis of analysis of individual features of students’ thinking

SHS Web of Conferences ◽

10.1051/shsconf/202110301020 ◽

2021 ◽

Vol 103 ◽

pp. 01020

Author(s):

Alsu R. Kamaleeva ◽

Elena G. Khrisanova ◽

Natalya A. Nozdrina ◽

Venera M. Nigmetzyanova ◽

Elena B. Pokaninova

Keyword(s):

Research Method ◽

Thinking Styles ◽

Cognitive Tools ◽

Thinking Style ◽

Student Centered ◽

Analytical Thinking ◽

Individual Features

This article discusses determination of prevailing thinking style of students with possible typology of the thinking styles. Determination of prevailing thinking style is required to determine strategy and tactics of teaching and maximum use of student-centered results of the performed diagnostics during designing further successful subject–subject interaction. The relevance of the considered problem is related with the necessity to resolve the issue of optimum use of individual features of students’ thinking, future lawyers, regarding development of analytical thinking style. It is proposed that the research method should be based on the diagnostics by A. Alekseev and L. Gromova, Individual Thinking Styles, its aim is analysis of individual thinking styles. It has been established that the proposed method provides analysis of basic thinking styles of the students: synthetic, idealistic, pragmatic, analytical, realistic. The obtained data would allow each teacher to design respective arrangement of subjectsubject interactions and to rearrange methods of teaching the involved discipline with orientation at personal features of cognitive tools of each student individually and in overall group.

Download Full-text

Judging the World Dialectically versus Non-Dialectically

10.1093/oso/9780199348541.003.0007 ◽

2018 ◽

Author(s):

Takahiko Masuda ◽

Liman Man Wai Li ◽

Matthew J. Russell

Keyword(s):

Decision Making ◽

Cultural Differences ◽

Cognitive Processes ◽

Contextual Information ◽

Thinking Styles ◽

Dialectical Thinking ◽

North Americans ◽

Analytical Thinking ◽

Meaning Systems ◽

Decision Making Processes

For over three decades, cultural psychologists have advocated the importance of cultural meaning systems and their effects on basic modes of perception and cognition. This chapter reviews findings which have demonstrated that culturally dominant ways of thinking influence people’s basic perceptual and cognitive processes: East Asians are more likely to endorse holistic thinking and dialectical thinking style when they process information, such that they incorporate more contextual information into their judgments of focal objects, and North Americans are more likely to endorse non-dialectical thinking and analytical thinking styles, by focusing on foreground information. The chapter also reviews recent findings related to higher cognitive processes in judgments and decision making processes. It emphasizes two lines of research showing how cultural differences in perception and cognition affect the online decision making process, one involving various online processes in decision making and the other involving how cultures experience indecisiveness in their decisions. Finally, this chapter introduces recent findings highlighting how cultural differences in perception and cognition affect how people make judgments involved in resource allocation, how cultural consistency values affect personality judgments, and how memory judgments are affected by neural cues. To close, it discusses the importance of this line of research and its future directions.

Download Full-text

Thinking Styles of Chinese and American Adult Students in Higher Education: A Comparative Study

Psychological Reports ◽

10.2466/pr0.1994.74.2.475 ◽

1994 ◽

Vol 74 (2) ◽

pp. 475-480 ◽

Cited By ~ 5

Author(s):

Jianyi Huang ◽

Burton R. Sisco

Keyword(s):

Social Science ◽

Adult Students ◽

Natural Science ◽

Engineering Students ◽

Chinese Women ◽

Thinking Styles ◽

Science And Engineering ◽

Chinese Men ◽

Analytical Thinking ◽

American Adult

This research concerned the thinking styles of 150 Chinese and American graduate students, using the Inquiry Mode Questionnaire by Harrison and Bramson. The analysis showed the Chinese students scored as more pragmatic than the American group, and the Chinese men and American women scored as more idealistic than the Chinese women and American men. The study also indicated that students of social science or humanities and of natural science scored as more idealistic than those in engineering. Students of natural science and engineering scored as more analytical than those from social science or humanities, and engineering students scored as more realistic than those of the other majors. This group of students preferred the analytical thinking style most and the synthesist style least.

Download Full-text

The Usual Suspects: How psychological motives and thinking styles predict the endorsement of well-known and COVID-19 conspiracy beliefs

10.31234/osf.io/ys8jr ◽

2021 ◽

Author(s):

Vukašin Gligorić ◽

Margarida Silva ◽

Selin Gül Eker ◽

Nieke van Hoek ◽

Ella Nieuwenhuijzen ◽

...

Keyword(s):

Cognitive Processing ◽

The Other ◽

Important Predictor ◽

Thinking Styles ◽

Social Psychological ◽

Conspiracy Theories ◽

Analytical Thinking ◽

Processing Variables ◽

Conspiracy Beliefs

Research on belief in conspiracy theories identified many predictors, but often failed to investigate them together. In the present study, we tested how the most important predictors of beliefs in conspiracy theories explain endorsing COVID-19 and non-COVID-19 conspiracy theories, and conspiracy mentality. Apart from these three measures of conspiratorial thinking, participants (N = 354) completed several measures of epistemic, existential, and social psychological motives, as well as cognitive processing variables. While many predictors had significant correlations, only three consistently explained conspiratorial beliefs when included in one model: higher spirituality (the most important predictor), higher narcissism, and lower analytical thinking. Compared to the other two conspiratorial measures, predictors less explained belief in COVID-19 conspiracy theories, but this depended on items’ content. We conclude that the same predictors apply to belief in both COVID and non-COVID conspiracies, and identify spirituality as an important, but previously overlooked contributor to such beliefs.

Download Full-text

Cognitive Load Mediates the Effect of Emotion on Analytical Thinking

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000333 ◽

2016 ◽

Vol 63 (6) ◽

pp. 343-350 ◽

Cited By ~ 5

Author(s):

Bastien Trémolière ◽

Marie-Ève Gagnon ◽

Isabelle Blanchette

Keyword(s):

Cognitive Load ◽

Secondary Task ◽

Deleterious Effect ◽

Detrimental Effect ◽

Emotional Problems ◽

Syllogistic Reasoning ◽

Cognitive Resources ◽

Potential Explanation ◽

Cognitive Mechanism ◽

Analytical Thinking

Abstract. Although the detrimental effect of emotion on reasoning has been evidenced many times, the cognitive mechanism underlying this effect remains unclear. In the present paper, we explore the cognitive load hypothesis as a potential explanation. In an experiment, participants solved syllogistic reasoning problems with either neutral or emotional contents. Participants were also presented with a secondary task, for which the difficult version requires the mobilization of cognitive resources to be correctly solved. Participants performed overall worse and took longer on emotional problems than on neutral problems. Performance on the secondary task, in the difficult version, was poorer when participants were reasoning about emotional, compared to neutral contents, consistent with the idea that processing emotion requires more cognitive resources. Taken together, the findings afford evidence that the deleterious effect of emotion on reasoning is mediated by cognitive load.

Download Full-text