On the association of field dependence-independence with personality, learning style, and social-political attitudes among adolescents

This study examined the relationship between scores on field dependence and field independence and sensory learning preference, cognitive learning style, personality, interpersonal trust, attributions of responsibility for solving social problems, and attitudes regarding citizenship among youth. Participants were 72 private school students in Grades 6 through 12 (26 girls, 46 boys; M age: 15.2 yr., SD=1.9). When controlling for grade and sex, field independence (measured by Group Embedded Figures Test scores) was associated with Intuitive Thinking personality, Concrete lobal learning style, and rejection of individual responsibility for social problems, relative to governmental and community responsibility. Associations with other aspects of learning style fell short of significance. No association was found with generalized trust or citizenship attitudes. Reassessment of these variables with a larger sample should be undertaken.     

Relationships among defensive styles, cognitive styles, processing styles, and attentional styles of normal adolescents

Cognitive and psychodynamic theorists agree that an individual's personality and behavior are determined by both cognitive and dynamic processes. This study examined the relationship among three cognitive approaches--cognitive style, attentional style, and processing style--and examined their relations to defensive style. Adolescents from Grades 11 and 12 (146 boys, 164 girls) were examined in groups for cognitive style (Group Embedded Figures Test), attentional style (Test of Attentional and Interpersonal Style), processing style (a sequential/simultaneous processing test battery), and defensive style (Defense Mechanism Inventory). Least squares completely randomized two-way analyses of variance (or analyses of covariance where applicable) were employed to assess the relations among the three cognitive measures and/or between the cognitive measures and defensive style. While most comparisons were nonsignificant, a significant relationship was observed between sequential processing and field-dependence and between simultaneous processing and field-independence. Also, a trend was noted between field-independence and ideational defenses and between field-dependence and repression-based defenses.     

大学生智力与认知风格对内隐序列学习的影响

以41名大学生为被试,探讨智力因素和认知风格对内隐序列学习的影响。采用联合型瑞文推理测验和镶嵌图形测验分别测试智力水平和认知风格类型。用序列反应时任务测试内隐学习绩效,并以生成任务验证序列学习的内隐性。研究结果发现不同智力水平大学生的内隐学习绩效无显著差异;场依存型个体的内隐学习绩效显著高于场独立型个体。     

Mental capacity,mental effort,and cognitive style

This study tests the relationship between two theoretical models of human attentional capacity: Pascual-Leone's mental capacity and Kahneman's mental effort. It was found that significant and positive correlations exist between the empirical measures of the above constructs, and the relationship is demonstrated via construct validation by showing that the two constructs relate in the same manner to the subject's cognitive style (i.e., field-dependence/independence).     

场独立/场依存对超媒体学习的影响:模糊容忍性的调节作用

以285名大学生为被试,自编超媒体学习系统,考察模糊容忍性在场独立/场依存和超媒体学习成绩间关系的调节作用。发现:(1)控制其他变量后,场独立倾向和模糊容忍性间呈显著负相关;(2)控制其他变量后,模糊容忍性显著正向预测超媒体学习成绩;(3)在场独立/场依存对超媒体学习成绩的影响中,模糊容忍性起到了调节作用。结果表明,模糊容忍性能够"补偿"场依存型学习者在超媒体学习中的认知"弱势"。     

Assessing the effect of cognitive styles with different learning modes on learning outcome

In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.     

Academic goals, cognitive and self-regulatory strategies

In this paper we analyze differences between cognitive (selection, organizational, elaboration and rehearsal) and self-regulatory (planning, monitoring-regulating) strategies depending on academic goals. A total of 447 obligatory secondary education students (55% boys and 44,7% girls) participated in this study. The results indicated that as well as learning goals, other goals (obtain social approval or a good job) are related to the use of strategies and study engagement. Even performance-approach and performance-avoidance goals are significantly related to cognitive and self-regulatory strategies use.     

顿悟式组块破解的时间进程：ERP研究

本研究旨在探讨顿悟式组块破解的信息加工机制及神经动态变化。被试完成汉字拆解任务,也即从一个源汉字中移动部件从而得到有效汉字。研究操纵部件之间在空间交错背景下的类别关系：同类（移动部件和剩余部件都是汉字）和异类（移动部件是笔画,剩余部件是汉字）。与此同时记录事件相关电位变化。结果显示,同类条件比异类条件引发了更大的N2波动和减小的LPC波动。早期的N2效应可能提示了组块破解过程中的识别困难,而晚期的LPC效应可能提示了组块破解过程中的知觉转换困难。     

A cross-cultural test of the personality integration hypothesis1

This study attempted to validate the psychological integration hypothesis by comparing the levels of psychological functioning of individuals from four cultural groups on three dimensions of personality. The personality attributes investigated were field-dependence/independence cognitive style, tolerance of ambiguity (an affective style variable) and machiavellianism (an index of stylistic orientation in interpersonal relationships). Subjects were 218 first-level supervisors from five industrial plants in Auckland, New Zealand. Comparisons of mean group scores on each personality variable showed that a similar rank order among the groups held for each personality variable. It was also found that, for the sample as a whole, there were positive intercorrelations between the personality variables. The symmetrical rank ordering of the groups on the personality variables was considered to indicate that members of each group had attained relatively similar levels of psychological development on each personality attribute. The relatively low levels of intercorrelations between the personality variables were held to indicate that they were measuring separate areas of psychological functioning.     

中学生英语学习策略水平及其与英语学业成绩的相关研究

本研究运用《学生学习策略评价表》对安徽省两所中学的239名学生进行调查,考察中学生的英语学习策略水平及其与英语学业成绩的关系.结果发现:(1)中学生英语学习中经常使用的学习策略多集中于认知和调控策略.(2)省示范高中与一般中学学生在英语学习策略存在显著差异.性别上则不存在显著差异.(3)中学生的英语学习策略及其认知和调控策略与学生学业成绩之间呈显著正相关,交际和资源策略与学生的学业成绩则没有显著相关.     

The impact of supervisors' cognitive styles on the quality of research supervision in management education

Background: An aspect of teaching and learning that has been seriously overlooked in higher education is the process of research supervision. High failure rates for research dissertations in the social sciences have been partly attributed to student dissatisfaction with supervision and poor student‐supervisor relationships. One personality variable that has been shown to be partly responsible for shaping the effectiveness of supervisory relationships is cognitive style. Aims: The study examined the effects of supervisor cognitive style on the quality of supervision for students undertaking a research project in the field of management education. Sample: Both parties in each of 118 supervisor‐student dyads within a university business school in the UK participated in the study. Method: Data were collected using the Cognitive Style Index to measure subjects on the analytic‐intuitive dimension of cognitive style. A self‐developed Thurstone attitude scale was used to measure students' perceptions of the quality of supervision. The scale's validity was assured by making extensive use of subjects' (N = 100) judgments from the population of interest in the scale's development. A second parallel scale was developed to test the instrument's reliability characteristics. Results: Findings revealed that students perceived the quality of supervision to increase significantly with the degree to which supervisors were analytic in their cognitive style. Students whose supervisors were more analytic also achieved significantly higher grades for their dissertations. Conclusions: Whilst there may be many factors influencing interpersonal relationships of this nature, this study demonstrated the potential relevance of cognitive style, which may prove to be a fertile area for further investigation.     

Field-dependence/independence: ability in relation to mobility-fixity

Previous authors have pointed out that, while the classic Rod-and-Frame Test (RFT) yields a measure of ability to perform field-independently, it is unsuitable for identifying stylistic preference, such as mobility-fixity within the field-dependence/independence dimension. To relate mobility-fixity and ability aspects of field-dependence/independence, we compared data obtained from two versions of the test: one with a "free" instruction, on which the subjects were invited to adjust the rod to any position(s) they preferred on each of 10 trials and a process-oriented version (RFT-P), involving 20 trials with the standard instruction but with a constant rod-and-frame configuration, making possible analysis of the process of adaptation. Mobility versus fixity was defined in terms of more or less frequent changes of rod positions and choice of a high or a low proportion of nongeometrical positions in the RFT-Free. 38 female and 23 male university students completed first the RFT-Free and thereafter the RFT-Process. Women were more field-dependent than men throughout the RFT-Process trials; there were no differences between the sexes over trials or in choice of positions in the RFT-Free. Compared with field-dependent subjects, field-independent subjects more often changed rod positions in the RFT-Free and preferred nongeometrical positions somewhat more. Among field-independent subjects, those with consistently low deviations in RFT-Process more often preferred a variety of nongeometrical positions in RFT-Free than did those with gradually increasing deviations. We conclude that field-independence is associated with mobility and field-dependence with fixity, as defined by the RFT-Free variables, and that a prerequisite for high mobility is a relative stability of field-independence as reflected on the RFT-Process. Theoretical implications of this conclusion are discussed.     

大学生英语学习过程中认知因素与情感因素对学业成绩的影响

利用调查问卷法对152名大学生就英语学习中的认知因素(以学习风格和学习策略为核心)和情感因素(以成就动机和学习意愿为核心)对于学习成绩的影响进行了相关研究,继而通过多元回归方法与路径分析技术,探讨了三者之间的因果关系。研究结果表明,学习意愿、成就动机、学习风格与英语成绩之间具有显著性相关,而学习策略与英语成绩之间的相关不显著。学习风格作为中介变量在对学生的英语学习有着重要的影响。学习意愿与成就动机通过学习风格而问接地作用于英语学习绩效。     

个体认知方式与材料复杂性对视空间工作记忆的影响

采用计算机呈现的Corsi积木点击任务,探讨了不同认知方式个体对材料的路径、结构和数量复杂性不同的视空间工作记忆的广度。研究结果表明：（1）场独立性认知方式是影响视空间工作记忆广度的一个重要的个别差异变量,在路径复杂或呈现的材料结构随机的条件下,场独立者的视空间工作记忆广度明显高于场依存者;（2）材料呈现的路径、数量是影响视空间记忆广度的重要因素,在路径简单或数量少的情况下被试的视空间记忆广度要明显得高     

目标定向在自我调节学习中的作用

该研究主要探讨了目标定向与认知策略、失败应对方式之间的关系,以及三者与学业成绩之间的关系,在此基础上对目标定向在自我调节学习中的作用提出了假设：目标定向是自我调节学习的始动机制,它影响着个体在学习中所采用的认知策略,以及在学业失败后所选择的应对方式,而认知策略和失败应对方式则直接对学习效果产生影响。     

Field-dependence, sensation-seeking, and preference of paintings

College students (122 males and 88 females) completed the Group Embedded Figures Test measure of field-dependence, and Sensation-Seeking Scale, and performed preference ratings on 40 slides of paintings. Factor analysis revealed six hypothesized and one unhypothesized preference dimensions that underlay preference ratings of paintings. It was hypothesized that the cognitive structuring ability associated with field-dependence would result in certain relationships between field-dependence and preference for paintings. Further, it was hypothesized that preference for novel, complex, and dynamic experiences, associated with sensation-seeking, would result in certain relationships between sensation-seeking and preference for paintings. For the full sample, three of five hypothesized relationships between field-dependence and preference for paintings were obtained, while three of four hypothesized relationships were found between sensation-seeking and preference for paintings.     

中学生成就目标定向与学习策略、学业成绩的关系研究

本研究采取问卷法,选取武汉市283名初一和高二学生为被试,考察了中学生成就目标定向与学习策略、学业成绩的关系。结果表明:(1)掌握目标与深加工、元认知策略以及浅表策略三者都存在显著相关,其中与浅表加工策略相关的显著性水平略低,成绩接近目标与三种学习策略都在呈非常显著相关,而成绩回避目标只与浅表策略显著相关;(2)掌握目标和成绩接近目标有助于学业成绩,成绩回避目标不利于取得良好成绩;(3)与初一年级相比,高二年级中成绩接近目标和掌握目标显著下降,采取深加工和元认知策略的水平也下降;初一和高二年级中,男生比女生更多采取掌握目标和元认知策略;(4)多元目标比单一目标的学生更多地使用深加工和元认知策略,但多元目标者并不必然比单一目标者成绩好。     

The Application of Cognitive‐Developmental or Mediated Cognitive Learning Strategies in Online College Coursework

This research article explores the active use of cognitive‐developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction between the student and the instructor. This paper argues that while online learning environments are ultimately student‐controlled, they should be teacher‐centered. The findings of this research suggest that students are more directly influenced by an instructor's intentional effort to mediate the learning process than by the course objectives, material, or subject matter. Successful use of online technologies requires deliberate action on the part of the instructor to integrate various mediated cognitive learning strategies: (a) student participation and response is significantly increased, and (b) student motivation and morale is dramatically influenced.