cognition learning

Cognition & Learning

Wichian SunithamPsycholinguistics #003

Classics of Cognitive Psychology

Cognitive Styles

One of the earliest of these models of cognitive style is that of Witkin and his colleagues (Witkin, Moore, Goodenough, & Cox, 1977) who proposed that individuals differ in the degree to which they depend on internal or external factors to help them make decisions or to learn new material.In problem-solving situations individuals who are Field Dependent are sensitive to clues from the surrounding environment. These individuals learn best when external structure is provided and when social reinforcements are present. In contract, individuals who are Field Independent are self-motivated. They prefer to impose their own structure on learning, and they are less sensitive to social and external factors.

Verbalisers and Visualisers:Cognitive Styles That Are Less Than Equal (Fanshawe College’s teaching material)

Cognitive Styles

http://www.helloquizzy.com/

Cognitive Styles

Cognitive Styles

In which design, 1 or 2, is each figure found?

Cognitive StylesHow many differences can you spot between these two photos?

Psychological studies have been conducted to determine the degree to which, in the cognitive domain, a person tends to make either a quick or gambling (impulsive) guess at an answer to a problem or a slower, more calculated (reflective) decision (Brown, 1994)

“…the “impulsives” reach decisions and report them very quickly with little concern for accuracy. Others, of equal intelligence, are more concerned with accuracy and consequently take more time to reach a decision. These are “reflectives.” As Kagan (1966)

As a cognitive style impulsivity is a dimension of fast, spontaneous and unplanned performance in cognitive tasks (Kagan 1965). According to Gilpin and Larsen (1981), Kagan (1965) and Porteus (1942) impulsives in psychological literature are described as those easily carried away by new and exciting ideas, and by the prospects of immediate gratification. They tend to act quickly without thinking through the consequences of planning ahead. Reflectives, on the other hand, like to stand back to ponder experiences and observe them from many different perspectives. They tend to postpone reaching definite conclusions for as long as possible. They are thoughtful people who like to consider all possible angles and implications before making a move.

Davood Taghipour Bazargani and Vahid Noroozi Larsar. 2013. IMPULSIVITY-REFLECTIVITY, GENDER AND PERFORMANCE ON MULTIPLE CHOICE ITEMS. International Journal of Language Learning and Applied Linguistics World, 4(2): 194- ‐208.

Cognitive Styles

Cognitive Styles

Nietfeld and Bosma (2003: 130)

Cognitive Stylesmatch one of five simple polygons of varying shapes to a target polygon for each item.

1 2 3 4

1 2 3 4

Cognitive Stylesmatch one of five simple polygons of varying shapes to a target polygon for each item. 1 2 3

4

1 2 3 4

Cognitive Styles“the tendency to perceive ambiguous situations as desirable” Budner’s (1962). McLain (1993) included contextual information, defining TA as “a range, from rejection to attraction, of reactions to stimuli perceived as unfamiliar, complex, dynamically uncertain or subject to multiple conflicting interpretations” (p. 184).

Furnham and Mark. (2013). Tolerance of Ambiguity: A Review of the Recent Literature. Psychology, 4, 9: 717-728.

Generally for those with low TA there is an aversive reaction to ambiguous situations because the lack of information makes it difficult to assess risk and correctly make a decision. These situations are perceived as a threat and source of discomfort. Reactions to the perceived threat are stress, avoidance, delay, suppression, or denial (Budner, 1962; MacDonald, 1970; McLain, 1993; Furnham & Ribchester, 1995).

Cognitive StylesBudner (1962)

Cognitive StylesBudner (1962)

http://www4.ncsu.edu/unity/users/p/padilla/www/435-Leadership/Scale-%20tolerance%20of%20ambiguity.pdf

Cognitive Styleshttp://teach.com/what/teachers-teach/learning-styles

Fleming (1987)

Cognitive Styleshttp://www.jcu.edu.au

Visual learners tend to:

- Learn through seeing - Think in pictures and need to create vivid mental images to retain information - Enjoy looking at maps, charts, pictures, videos, and movies - Have visual skills which are demonstrated in puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, and interpreting visual images


Auditory learners tend to:

-Learn through listening -Have highly developed auditory skills and are generally good at speaking and presenting -Think in words rather than pictures -Learn best through verbal lectures, discussions, talking things through and listening to what others have to say -Have auditory skills demonstrated in listening, speaking, writing, storytelling, explaining, teaching, using humour, understanding the syntax and meaning of words, remembering information, arguing their point of view, and analysing language usage


Kinaesthetic learners tend to:

-Learn through moving, doing and touching -Express themselves through movement -Have good sense of balance and eye-hand coordination -Remember and process information through interacting with the space around them -Find it hard to sit still for long periods and may become distracted by their need for activity and exploration -Have skills demonstrated in physical coordination, athletic ability, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, dancing, and expressing emotions through the body.

Cognitive StylesRed River College http://www.rrc.ca

Cognitive StylesSadler-Smith, Eugene and Richard Riding. 1999. Cognitive style and instructional preferences, Instructional Science, 27, 5: 355-371

1.Introduction of main issue with empirical evidence

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3. Questions related to main issues raised

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5. Points summarized to link main issues

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