scholarly journals PSYCHOLOGICAL STUDY OF COGNITIVE STYLE (Reflection-Impulsivity)

1975 ◽  
Vol 23 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Hiroshi Usui
Keyword(s):  
Cognitive Style ◽  
Psychological Study ◽  
Reflection Impulsivity

Influence of Reflection-Impulsivity and Cognitive Style on Time Estimation under Different Ambient Conditions

1978 ◽  
Vol 46 (3_suppl) ◽  
pp. 1083-1091 ◽  
Author(s):  
William B. Davidson ◽  
William J. House
Keyword(s):  
Cognitive Style ◽  
Multivariate Analyses ◽  
Time Estimation ◽  
Ambient Condition ◽  
Ambient Conditions ◽  
Embedded Figures Test ◽  
Personality Research ◽  
Profound Influence ◽  
Slow Tempo ◽  
Reflection Impulsivity

120 college students estimated seven different durations of a light by the method of reproduction. Each duration reproduction was performed while either counting fast auditory clicks, slow clicks, or with no clicks. The subjects had previously been assessed for cognitive style with the Group Embedded Figures test and for reflection-impulsivity with the impulsivity scale from the Personality Research Form. Multivariate analyses of variance indicated that the rapid-tempo ambient condition had a greater effect on estimation of duration than did either the slow tempo or control condition. There were significant differences in time estimation between reflectives and impulsives for estimations of 10, 30, and 50 sec. No interactions were observed for reflection-impulsivity by ambient conditions. Although cognitive style did not interact with ambient conditions as was predicted, it did interact with sex for three durations, 10, 20, and 30 sec. It was concluded that impulsive students tend to underestimate the brief times more than do reflective students but are not affected differently by the ambient circumstances in which the estimation is made. Cognitive style, apparently, does not have a profound influence on estimation of brief durations. However, sex and cognitive style in interaction do affect these estimations', this requires further research.

Correlates of Reflection-Impulsivity in Kindergarten Males: Intelligence, Socioeconomic Status, Race, Fathers' Absence, and Teachers' Ratings

1980 ◽  
Vol 47 (3_suppl) ◽  
pp. 1187-1191 ◽  
Author(s):  
Trina Plakosh Smith ◽  
Sheila C. Ribordy
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Style ◽  
Socioeconomic Groups ◽  
Matching Familiar Figures Test ◽  
Reflection Impulsivity

72 kindergarten males were assessed for reflection-impulsivity with the Matching Familiar Figures test. Cognitive style on this test was examined in relation to intelligence, socioeconomic status, race, fathers' absence, and teachers' ratings of impulsivity. Significant findings included boys whose fathers were absent from the home made more errors on the test than boys whose fathers were present in the home. Teachers rated more intelligent boys as more impulsive, and these teachers' ratings were positively correlated with errors but not latencies. No significant differences in cognitive style were found for race or socioeconomic groups.

Modification of Impulsive Cognitive Style: A Survey of the Literature

1978 ◽  
Vol 43 (1) ◽  
pp. 327-337 ◽  
Author(s):  
John E. Readence ◽  
Thomas W. Bean
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Impulsive Behavior ◽  
Short Term ◽  
Distinctive Features ◽  
Significant Characteristic ◽  
Short Term Change ◽  
Term Change ◽  
Scanning Strategies ◽  
Reflection Impulsivity

Cognitive style, in particular, the dimension of reflection-impulsivity, is a significant characteristic of subjects in learning. Previous investigations suggest that learners of an impulsive cognitive style are at a seeming disadvantage in problem-solving situations. Surveyed are investigations of procedures designed to alter an impulsive problem-solving disposition. Among the conclusions are: (1) reinforcement techniques induce short-term change in an impulsive cognitive style; (2) reflective modeling significantly modifies impulsive behavior; (3) instruction in scanning strategies alters impulsiveness on problem-solving tasks; and, (4) training in discrimination of distinctive features aids impulsive learners. As an alternative to modifying impulsiveness in learners, the authors propose that explorations of how the environment may be made compatible with the child be undertaken.

Reflection-Impulsivity Assessed Through Performance Differences in a Computerized Spatial Task

2011 ◽  
Vol 32 (2) ◽  
pp. 85-93 ◽  
Author(s):  
M. Ángeles Quiroga ◽  
Agustín Martínez-Molina ◽  
José Héctor Lozano ◽  
José Santacreu
Keyword(s):  
Cognitive Style ◽  
Spatial Orientation ◽  
Spatial Information ◽  
Selection Process ◽  
Average Error ◽  
Time Data ◽  
Dynamic Task ◽  
Performance Differences ◽  
Performance Patterns ◽  
Reflection Impulsivity

This study focuses on performance differences individuals show when solving a computerized spatial-orientation dynamic task, irrespective of their cognitive ability. The hypothesis tested was that differences in performance reflect individuals’ cognitive style: Reflection-Impulsivity. The Spatial Orientation Dynamic Task-Revised (SODT-R) and the Analytical, Sequential, and Inductive Reasoning Test (TRASI) were administered to 541 postgraduate participants, as part of the selection process they were following. Reflection-Impulsivity was measured through average response latency and average error score comprising three groups: impulsive, reflective, and medium. Performance was measured by mean response frequency, quality proportion of the first press, and mean invested time. Data were analyzed through discriminant analysis. Criterion variable was Reflection-Impulsivity groups and discriminant variables were performance ones, plus intelligence. Results show different performance patterns clearly associated with Reflection-Impulsivity (canonical correlation = .63). Intelligence played a small role in the differentiation between groups. Findings support the proposal to use spatial orientation tasks as vehicles to measure cognitive style Reflection-Impulsivity in adults. We finally discuss performance patterns as a pathway to ways of acquiring and processing spatial information for impulsives and reflexives, with similar cognitive resources.

Cognitive Styles in Reflective, Impulsive, and Hyperactive Boys and Their Mothers

1973 ◽  
Vol 36 (3) ◽  
pp. 747-752 ◽  
Author(s):  
Susan B. Campbell
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Cognitive Strategies ◽  
Group Differences ◽  
School Problems ◽  
Field Independent ◽  
Reflection Impulsivity

10 reflective and 10 impulsive boys were compared with 10 hyperactive boys on measures of reflection-impulsivity and field dependence-independence. These reflective boys were more field-independent than the impulsive and hyperactive ones. However, the hyperactive and impulsive Ss did not differ on either cognitive style measure, suggesting that the school problems of this hyperactive group cannot be explained in terms of inefficient cognitive strategies. Mothers' cognitive styles were also assessed. Although there were no group differences, mothers with low error scores on the measure of reflection-impulsivity were more field-independent, suggesting that these styles may be related in adults.

Relationship between Reflection-Impulsivity and Problem Solving

1976 ◽  
Vol 42 (1) ◽  
pp. 67-73 ◽  
Author(s):  
Gary A. Klein ◽  
Robert N. Blockovich ◽  
Pepi S. Buchalter ◽  
Linda Huyghe
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Evaluation Criteria ◽  
Correct Order ◽  
Word Sequence ◽  
Matching Familiar Figures Test ◽  
Problem Solving Task ◽  
Reflection Impulsivity ◽  
Familiar Objects

Performance of 88 children categorized as reflective or impulsive was compared on convergent and divergent problem-solving tasks. The matching familiar-figures test was administered along with tests for determining the correct order of a word sequence, and for listing unusual uses for familiar objects. Reflective children ( n = 33) made significantly fewer errors on the convergent problem-solving task than impulsive children ( n = 33), but there was no effect of cognitive style on the divergent problem-solving task. Reflective-impulsive performance was discussed in terms of evaluation criteria for selecting responses.

Role of Cognitive Style Constructs Field Dependence-Independence and Reflection-Impulsivity in Skill Acquisition

1986 ◽  
Vol 8 (1) ◽  
pp. 51-69 ◽  
Author(s):  
Stephan Swinnen ◽  
Joost Vandenberghe ◽  
Erik Van Assche
Keyword(s):  
High School Students ◽  
Learning Environment ◽  
Cognitive Style ◽  
Field Dependence ◽  
Skill Acquisition ◽  
Junior High School ◽  
School Students ◽  
Field Independent ◽  
Field Dependent ◽  
Reflection Impulsivity

This study sought to determine the relationships between the cognitive styles field dependence-independence and reflection-impulsivity and the acquisition of a gross motor skill in an unstructured learning environment. In reference to the first cognitive style construct, it was hypothesized that field-independent subjects perform better than field-dependent subjects because they provide organization when the material to be learned lacks structure, leading them to rely on their analyzing and restructuring ability. The second construct refers to cognitive inhibition required for response uncertainty tasks as well as motor impulse inhibition. Subjects (57 boys, 65 girls) were 13-year-old junior high school students. Several visual perceptual tests were administered and gymnastic performance scores were measured at pretest, during the learning session, and posttest. The hypothesis that field-independent subjects are more successful in an unstructured learning environment than field-dependent subjects was confirmed for boys only. The correlations between the reflection-impulsivity variables and gymnastic performance were generally low, and no support could be found for the hypothesis that reflective subjects are more successful in learning the skill than impulsive subjects.

scholarly journals COGNITIVE STYLES COULD BE IMPLICITLY ASSESSED IN THE INTERNET ENVIRONMENT: REFLECTION-IMPULSIVITY IS MANIFESTED IN INDIVIDUAL MANNER OF SEARCHING FOR INFORMATION

2014 ◽  
Vol 13 (1) ◽  
pp. 133-145
Author(s):  
Maria Ledzińska ◽  
Jordi Mongay Batalla ◽  
Maciej Stolarski
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
The Internet ◽  
Science Students ◽  
Online Searching ◽  
Internet Learning ◽  
Internet Science ◽  
Practical Conclusion ◽  
Internet Environment ◽  
Reflection Impulsivity

The present research aimed to determine whether the cognitive style of reflection – impulsivity (R-I) diagnosed in a standard way also manifests itself in the Internet environment. A special task was designed that involved searching for particular information on the Internet. Science students took part in two studies (pilot study, n=11, and replication, n=37). Data analyses revealed that indicators of performance in the simple computer task allow the differentiation of respondents in terms of the R-I dimension. The time spent on reading the command and thinking of a strategy for obtaining the information revealed a high correlation with R-I. The amount of explained R-I variance reached 82%, indicating that the online searching task is a valid indicator of this cognitive style. The practical conclusion is that the Internet environment may be used in cognitive styles’ assessment which, in turn, may lead to creating interactive, cognitive style-friendly hypermedia learning facilities. Key words: cognitive styles, hypermedia, Internet, learning facilities, reflection-impulsivity.

Mutuality in Acculturation

2013 ◽  
Vol 221 (4) ◽  
pp. 205-213 ◽  
Author(s):  
Gabriel Horenczyk ◽  
Inga Jasinskaja-Lahti ◽  
David L. Sam ◽  
Paul Vedder
Keyword(s):  
Intergroup Relations ◽  
Extended Model ◽  
Psychological Study ◽  
Intergroup Interactions ◽  
Mutual Contact ◽  
Acculturation Model ◽  
Plural Societies ◽  
Perceptions And Expectations

This paper focuses on processes and consequences of intergroup interactions in plural societies, focusing primarily on majority-minority mutuality in acculturation orientations. We examine commonalities and differences among conceptualizations and models addressing issues of mutuality. Our review includes the mutual acculturation model ( Berry, 1997 ), the Interactive Acculturation Model (IAM – Bourhis et al., 1997 ), the Concordance Model of Acculturation (CMA – Piontkowski et al., 2002 ); the Relative Acculturation Extended Model (RAEM – Navas et al., 2005 ), and the work on acculturation discrepancies conducted by Horenczyk (1996 , 2000 ). We also describe a trend toward convergence of acculturation research and the socio-psychological study of intergroup relations addressing issues of mutuality in attitudes, perceptions, and expectations. Our review has the potential to enrich the conceptual and methodological toolbox needed for understanding and investigating acculturation in complex modern societies, where majorities and minorities, immigrants and nationals, are engaged in continuous mutual contact and interaction, affecting each other’s acculturative choices and acculturative expectations.

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