Thinking Styles and Cognitive Development

Using R. J. Sternberg's (1988, 1997) theory of thinking styles and W. G. Perry's (1970) theory of cognitive development, the author investigated the nature of thinking styles as they relate to cognitive development. Eighty-two Hong Kong university students (44 male, 38 female) responded to the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992) and the Zhang Cognitive Development Inventory (L. F. Zhang, 1997). Statistical analyses provided varying degrees of support for the prediction of an overlap between the thinking style and cognitive development constructs. In general, students who reasoned at a higher cognitive developmental level tended to use a wider range of thinking styles than students who reasoned at a lower cognitive developmental level. Implications of results are discussed in relation to education and research.     

Thinking Styles and the Eriksonian Stages

The primary objective of this study was to investigate the predictive power of thinking styles for psychosocial development. Four hundred and twenty-six (212 men and 214 women) students from a large comprehensive university in Shanghai, the People??s Republic of China, responded to the Thinking Styles Inventory-Revised II (TSI-R2, Sternberg, Wagner, and Zhang 2007) and the Measures of Psychosocial Development (MPD, Hawley 1988). The TSI-R2 is based on Thinking styles, Cambridge University, Press, New York, (1997) theory of mental self-government, while the MPD is based on Identity: Youth and crisis, W.W. Norton, New York, (1968) theory of psychosocial development. Results suggested that after the variables gender and academic discipline were controlled for, creativity-generating styles positively contributed to psychosocial development and that norm-favoring styles negatively contributed to psychosocial development. Implications of these findings are discussed for university students, faculty members, and for university student development educators.     

Thinking Styles and Academic Achievement Among Filipino Students

The authors' objective in this study was to determine whether the precepts of R. J. Sternberg's (1988, 1997) theory of mental self-government apply to a non-Western culture. They administered R. J. Sternberg and R. K. Wagner's (1992) Thinking Styles Inventory, which is based on the theory of mental self-government, to 429 Filipino university students. The results of item analysis, scale intercorrelations, and factor analysis were consistent with the general provisions of the theory. Correlational analysis between thinking styles and grade point average showed that thinking styles are related to academic achievement. The results are explained with respect to the concepts and practices of Philippine culture and schools and discussed in relation to the developmental assumptions of the theory of mental self-government.     

思维风格影响英语词汇心理表征的途径和范围

采用即时反应的心理启动技术,对思维风格影响英语词汇心理表征的途径和范围进行研究,结果显示,在真假判断任务下,不同思维风格被试在语音、字形和语义表征之间没有差异;在语义判断任务下,思维风格通过跟词汇的语义和词频交互途径,对英语词汇的语义表征产生影响.     

思维风格与创造性倾向关系的研究

本研究运用斯腾伯格编制的思维风格问卷与威廉斯编制王木荣等修订的创造性倾向问卷对大学生进行测量 ,比较了不同思维风格创造性倾向的高低 ,以及思维风格对创造性倾向的预测。发现可以从思维风格这种认知方式的角度对创造力作定性、定量的阐述 ,高创造性倾向者在某些风格上显著高于低创造性倾向者。本研究还探讨了大学生思维风格的特点 ,比较了不同专业及性别在思维风格上的差异 ,为了解我国大学生思维风格特点提供了一些资料。     

Thinking Styles and Academic Performance Among Tribal and Non-tribal Students

This study examines differences in thinking styles among tribal (n = 272) and non-tribal (n = 229) secondary school students, and their relationship with academic performance. Based on Sternberg’s (1997) theory of mental self government, MANOVA results indicated that thinking style of tribal and non-tribal students differed. Regression results revealed that hierarchic and local thinking styles contributed positively while legislative, monarchic, anarchic and global thinking styles contributed negatively to academic achievement of the students.     

浅析思维风格理论及其在教学中的应用

思维风格是指一个人在解决问题时所偏好的思维方式,不同于思维能力。它是智力与人格的交叉地带。斯腾伯格把人们的思维风格划分成了13种不同的类型。通过对思维风格的理论研究与该理论在教育领域的应用研究发现:师生思维风格的匹配与否、教学方法、教师性别、年级、科目、评价体系等,都不同程度的影响了学生的思维风格。     

文化心理学视野中的思维方式

对东西方思维方式的研究是近十年以来文化心理学领域的一个热点问题。该文以心理学关于思维方式的研究为主线,分析了随着心理学研究的深入,学者们关于思维方式研究的思路转变。重点探讨了文化心理学关于东西方思维对比的研究以及对中国人思维方式的理论和实证分析。这些分析对理解中国人思维方式的影响以及促进东西方文化交流有着重要的理论和现实意义。文章指出了关于思维方式研究的未来方向。     

斯腾伯格思维风格理论述评

通过对传统学校教育弊端的分析,引入了斯腾伯格的“思维风格”理论,即三个层面上13种不同风格的心理自我管理理论,同时阐述了该理论与智力的关系,以及对学校教学改革的影响。我们通过保存多种风格形式,提升学校教学和评估环爷,将多种教育方式匹配于不同的风格类型,并积极教授之来实现对传统教学体制的改革。     

中学生思维风格结构及其测量

本研究在文献分析和开放调查的基础上,构建了中学生思维风格的理论结构,并据此编制了中学生思维风格量表。对测量结果进行探索性和验证性因素分析表明:思维风格是一个单一维度的整体-分析型结构,它包括两个呈两极连续性的整体和分析因素,可以用来说明复杂多样的具体思维风格类型。     

Thinking styles in relation to personality traits: an investigation of the Thinking Styles Inventory and NEO-PI-R

This study is an investigation of the Sternberg-Wagner Thinking Style Inventory (TSI), with regard to cross-cultural replication and relation to the five-factor personality model (FFM). TSI and NEO-PI-R were administered to 107 participants from USA and 114 participants from Norway. Inter-correlations between NEO-PI-R dimensions and TSI-scales and factors were not very strong, few exceeding 0.40, and the correlations were in predicted directions. Joint factor analyses of TSI and NEO-PI-R showed that TSI covers variance that NEO-PI-R does not explain. Thus, it is argued that the thinking styles give an independent contribution beyond FFM dimensions. However, TSI did not relate to FFM in the same manner in the two samples. Finally, the TSI-scales and factors were replicable across samples by Procrustes rotation. The question whether thinking style may be regarded as a valid and reliable construct is discussed.     

Narrative and Paradigmatic Thinking Styles in Creative Writing and Journalism Students

How do creative writing students and journalists differ in their thinking styles? To investigate this question, 81 undergraduate participants (41 creative writing students and 40 student journalists) were asked to write sentences in response to a series of photographs. Their responses were then scored according Bruner's theory of Narrative and Paradigmatic thought. In addition, these students were assessed on the NEO Personality Inventory — Revised (Costa & McRae, 1992) to measure personality, the Work Preference Inventory, College Student Version (Amabile, 1995) to measure motivation, and the Mental Self‐Government Thinking Styles Inventory (Sternberg & Wagner, 1991) to measure a different theory of thinking styles. As hypothesized, creative writers scored significantly higher than journalists on Narrative thought, but an interaction occurred on Paradigmatic thought. Male journalists significantly outscored male creative writers, but a non‐significant trend in the opposite direction was observed for females; these results stayed significant when personality and motivation factors were controlled.     

中学生思维风格发展特点的研究

采用心理测验法与横断法相结合的综合性研究方法,利用自行修订的《Sternberg—Wagner思维风格量表》对826名中学生被试进行了测试。结果发现:(1)在解决问题的过程中,初中生比高中生具有更为明显的执法、司法、等级制、寡头统治、外向性和开放性等思维风格;高中生比初中生具有更为明显的整体性思维风格。(2)男生比女生具有更为明显的内向性思维风格,而女生比男生具有更为明显的等级制和寡头统治思维风格。     

中学生的思维风格与人格特质的关系

以497名中学生为被试,采用四种不同的统计方法,从多角度考察中学生的思维风格与人格特质之间的关系,为进一步探讨思维风格是否为介于智力和人格之间的一个中间变量奠定基础。结果发现,中学生的思维风格与人格特质之间存在稳定的对应关系,思维风格对人格特质的影响作用大于人格特质对思维风格的作用。     

Divergent Thinking Styles of the Hemispheres: How Syllogisms Are Solved during Transitory Hemisphere Suppression

Psychiatric patients solved syllogisms while recovering from transitory ictal suppression of one hemisphere by electroconvulsive therapy (ECT). The premises were familiar or unfamiliar, true or false. While the right hemisphere was suppressed, syllogisms were usually solved by theoretical, deductive reasoning even when the factual answer was known a priori, the premises were obviously false and the conclusions were absurd. While their left hemisphere was suppressed, the same subjects applied their prior knowledge; if the syllogism content was unfamiliar or false, they refused to answer. We postulate a left-hemisphere mechanism capable of decontextualized mental operations and a right-hemisphere mechanism, the operation of which is context-bound and incapable of abstraction. We show that each hemisphere tends to overextend its perspective on the problem and that in the intact brain they both contribute to an extent that depends on the characteristics of the problem at hand.     

The Psychological Inventory of Criminal Thinking Styles (PICTS): a review and meta-analysis

The Psychological Inventory of Criminal Thinking Styles (PICTS) is an 80-item self-report measure designed to assess crime-supporting cognitive patterns. Data from men (N = 450) and women (N = 227) offenders indicate that the PICTS thinking, validity, and content scales possess moderate to moderately high internal consistency and test-retest stability. Meta-analyses of studies in which the PICTS has been administered reveal that besides correlating with measures of past criminality, several of the PICTS thinking and content scales are capable of predicting future adjustment/release outcome at a low but statistically significant level, and two scales (En, CUR) are sensitive to program-assisted change beyond what control subjects achieve spontaneously. The factor structure of the PICTS is then examined with the aid of exploratory and confirmatory factor analysis, the results of which denote the presence of two major and two minor factors.