Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behaviour
This volume reviews and integrates research on style differences in learning behaviour and describes the cognitive styles analysis which provides a simple and effective method of assessing style in children and adults. As both a textbook and a source of reference for professionals working in a range of contexts, it aims to help teachers and trainers reflect on and assess their effectiveness. The authors provide insights into personal and professional behaviour for cousellors and personnel professionals, and offer a framework for future research for psychologists.
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ability analytic analytic-imager approach to learning argued aspects assessment Chapter cognitive skills cognitive style dimensions Cognitive Styles Analysis concept construct validity continuum correlation Curry described dimension of cognitive divergent thinking Dunn effect Empirical evidence Entwistle extraversion factors field-dependence fluid intelligence further GCSE gender Grabowski 1993 Grigerenko and Sternberg identified imagers individual differences individual's intelligence interaction involved Jonassen and Grabowski labels learning activity learning behaviour learning context learning performance learning process learning strategies learning task learning-centred measure models of learning neuroticism organised orientation pedagogy personal psychology personality physiological problem behaviour psychology psychometric psychoticism pupils questionnaire range reflected relationship reliability response Riding and Cheema Schmeck score self-report serialist structure style and learning style construct style groups teacher teaching thinking types University of Birmingham verbal verbal-imagery dimension verbal-imagery style verbalisers wholist-analytic dimension wholist-analytic style wholist-imagers wholist-verbalisers wholists Witkin