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Author: Herman A. Witkin
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 168
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Book Description
Author: Herman A. Witkin
Publisher:
ISBN:
Category : Psychology
Languages : en
Pages : 168
Get Book Here
Book Description
Author: Herman A. Witkin
Publisher:
ISBN:
Category : Personalidad
Languages : en
Pages : 141
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Book Description
Author: Herman A. Witkin
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 168
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Book Description
Author: Donald R. Goodenough
Publisher:
ISBN:
Category : Field dependence (Psychology)
Languages : en
Pages : 80
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Book Description
Author: Richard Riding
Publisher: Routledge
ISBN: 1134096348
Category : Education
Languages : en
Pages : 224
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Book Description
First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience.
Author: Olivia N. Saracho
Publisher: Routledge
ISBN: 1351808222
Category : Education
Languages : en
Pages : 246
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Book Description
Cognitive style, a psychological construct, characterizes individual differences in styles of perceiving, remembering, thinking and judging. Originally published in 1990, this volume explores important findings emerging from contemporary research on cognitive style in young children and the implications for classroom practice at the time. Suggestions are provided for using knowledge of cognitive style in classroom settings to match learning tasks to cognitive style and to develop cognitive flexibility. Educators can use knowledge of young children’s and teachers’ cognitive styles to improve the quality of education and educational opportunities for all children.
Author: Air Force Human Resources Laboratory
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 72
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Book Description
A review of the literature to identify the various cognitive style constructs and the instruments used to measure them was completed. Each was evaluated with specific attention to possible relationships to Air Force technical training. Ten cognitive styels were selected for an in-depth summary of the state of the art, with special attention given to those that gave most promise for use. (Author).
Author: Morris Berman
Publisher: State University of New York Press
ISBN: 0791493245
Category : Social Science
Languages : en
Pages : 367
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Book Description
The third book in Morris Berman's much acclaimed trilogy on the evolution of human consciousness, Wandering God continues his earlier work which garnered such praise as "solid lessons in the history of ideas" (KIRKUS Reviews), "filled with piquant details" (Common Boundary), and "an informative synthesis and a remarkably friendly, good-natured jeremiad" (The Village Voice). Here, in a remarkable discussion of our hunter-gatherer ancestry and the "paradoxical" mode of perception that it involved, Berman shows how a sense of alertness, or secular/sacred immediacy, subsequently got buried by the rise of sedentary civilization, religion, and vertical power relationships. In an integrated tour de force, Wandering God explores the meaning of Paleolithic art, the origins of social inequality, the nature of cross-cultural child rearing, the relationship between women and agriculture, and the world view of present-day nomadic peoples, as well as the emergence of "paradoxical" consciousness in the philosophical writings of the twentieth century.
Author: Li-fang Zhang
Publisher: Routledge
ISBN: 1136500871
Category : Education
Languages : en
Pages : 240
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Book Description
This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Styles is intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.
Author: Sanyin Cheng
Publisher: Springer Nature
ISBN: 9811988102
Category : Education
Languages : en
Pages : 189
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Book Description
This book is the first on the implications of intellectual styles for higher education of students with hearing impairment. It provides a systematic delineation for intellectual styles of students with hearing impairment in comparison with students without hearing impairment. It takes an initial step to present the analysis concerning the mediating role of intellectual styles in the relationships between personal factors and student developmental outcomes.
