认知风格预测学校成绩,以及传统的智力心理测量方法,并不是能力本身,而是应用能力的首选方式。通常情况下,认知风格指个人接收,过程和应用信息的方式。与经常通过峰值性能的描述往往安排的能力的各个差异不同,样式描述了一个人的典型思维方式,记忆和解决问题。此外,样式被视为双极尺寸,而能力是单极的(从零到最大值的范围)。具有更多特定能力通常被认为是有益的,同时具有特定的认知风格,简单地表示一种以某种方式表现的趋势。认知风格通常被描述为影响态度,价值观和社交互动的个性维度。认知风格主导了人们如何处理信息的偏好,虽然许多范例已经假设,但在研究文献中最容易出现两个基本尺寸:全面/分析和口头/图像。前者包括组织和重新排列信息的趋势,分类为“欺骗”和“部分”的分类段。后者包含口头和/或通过心理图像来代表信息的趋势。认知风格是一个独立的构建或心理模式,与情报,个性和性别和性别并不明显。因此,它是个体差异的重要组成部分,对教育和工作场所竞技场的住宿具有深远的影响。 It is related to a range of behaviors, including learning performance, social responses, and occupational stress. Cognitive style appears to be fairly fixed, with a probable physiologic basis and, as such, is distinct from learning strategies that can be taught and acquired through instruction. A collection of cognitive styles has been isolated and examined over the past few decades, starting with the cognitive styles movement in the 1950s and 1960s. Among the most well-known cognitive styles are those related to handling one’s environment: field independence versus field dependence. This bipolar cognitive style refers to a tendency to approach the environment in either an analytical or a global fashion. At a perceptual level, field-independent personalities are able to distinguish figures as discrete from their backgrounds compared with field-dependent individuals, who experience events in an undifferentiated way. Field-dependent individuals have a greater social orientation relative to field-independent personalities. Several studies have identified a number of connections between this cognitive style and learning. For example, field-independent individuals are likely to learn more effectively under conditions of intrinsic motivation (e.g., self-study) and are influenced less by social reinforcement. Another well-known cognitive style related to the way people tend to approach and handle tasks is that of impulsivity versus reflectivity. An impulsive student works fairly quickly but makes many mistakes. In contrast, a reflective student works much more slowly but with much greater accuracy. Similar to the field independence–field dependence cognitive style, impulsive and reflective cognitive styles are not substantially related to intelligence within the normal range. Some studies of the impulsivity-reflectivity cognitive style found that this style is stable over time and tasks, whereas other studies found that, as children progress through school, they generally become more reflective, and as a result, their academic performance may improve. Several other cognitive styles have been proposed, which are only listed here: equivalence range, category width, compartmentalization, conceptual integration, tolerance for unrealistic experiences, and scanning. It is generally agreed that accepting the concept of cognitive style has implications for how we view the teaching and learning process. With the dramatic changes in the means of communication (e.g., an increasing and widespread use of electronic media), educators need to adjust the means of providing service to students. These adjustments need to take into account students’ preferred cognitive styles to maximize and optimize learning for all students.
引用:
- 比约克伦德(1989)。儿童思维:发展功能与个体差异。
- 认知风格。(无日期)。从http://www.cognitivecom获取
- 认知风格与Myers-Briggs类型量表(MBTI)。(无日期)。可以从http://www.personalitytype.com
- 哈希威,M.(1998)。发育认知风格:文献的底漆,包括引起发展主义理论的介绍。纽约:奥斯汀和温菲尔德。
- 斯特恩伯格,j . (1997 b)。思维风格。英国:剑桥大学出版社。
- Witkin, A., & Goodenough, D. R.(1981)。认知风格:本质与起源。国际大学出版社。
- Woolfolk a(2004)。教育心理学(9日)。波士顿:皮尔森。