A Pilot Study of Classroom‐Based Cognitive Skill Instruction: Effects on Cognition and Academic Performance

Cognitive skills are associated with academic performance, but little is known about how to improve these skills in the classroom. Here, we present the results of a pilot study in which teachers were trained to engage students in cognitive skill practice through playing games. Fifth‐grade students at an experimental charter school were randomly assigned to receive cognitive skill instruction (CSI) or instruction in geography and typing. Students in the CSI group improved significantly more than the control group on a composite measure of cognitive skills. CSI was more effective for students with lower standardized test scores. Although there was no group effect on test scores, cognitive improvement correlated positively with test score improvement only in the CSI group. Beyond showing that cognitive skills can be improved in the classroom, this study provides lessons for the future of CSI, including changes to professional development and challenges for scalability.     

消费者决策风格研究概述

消费者在做出决策时往往会有自己稳定的决策态度或行为方式,这就是决策风格。关于决策风格的研究大都使用Sproles和Kendall开发的决策风格问卷进行跨文化研究,对其在不同的文化背景下进行验证和修改。文章提出未来的研究应该对决策风格的内部心理机制作出进一步的探讨。     

关联理论与功能语体

关联理论强调人在交际中的主体认知能力,而功能语体强调语言使用的规范性。从关联理论的角度看,语体是示意-推理交际中的示意手段,同时也是推理过程中认知的对象。语体信息是话语意义的组成部分,对话语的关联产生影响。语体手段的超常规的使用可能使得话语具有含义,交际者需要通过推理来获得其意义。     

认知风格的差异性与阅读教学策略的多样性

认知风格是影响学习的一个重要因素,既影响个人的学习行为方式和成绩,又决定课堂教学的效率。当前在基础教育教学改革的研究中,对学生认知风格研究的忽视或不足,导致教学效率低下,教学效果不佳;认知风格的多元化的存在,致使语文阅读教学过程中会表现出不同的行为活动方式,思维呈现不同的特点。因此,教师要依据不同的认知风格特点,采用不同的阅读教学策略,才能提高语文教学效率。     

一种简易的顾客满意动态组合评价方法——顾客满意矩阵法

顾客资源已逐渐成为企业最为重要的资源,顾客满意已成为组织管理的共同目标。本文在双因素理论、卡诺模型以及GE矩阵等理论的基础上,设计出一种简易的顾客满意动态组合评价方法——顾客满意矩阵法。该方法把影响CSI因素的属性分为H因素/因子、HM因素/因子和M因素/因子,并针对因子的不同组合状态,设计了因子的动态组合权重规则,从而更加精确地度量了顾客满意的程度,提高了组织实施CS活动的有效性和效率。     

Cognitive Style and Socialisation: An exploration of learned sources of style in Finland,Poland and the UK

Many educators are faced with the problem of how to handle the different ways in which students from different cultures approach learning content and processes. In management education, study has mostly considered the socio-economic, structural and organisational aspects of national differences and the external, explicit aspects of cultural differences such as managerial attitudes and values. There has, however, been less study of the differences between national groups in managerial cognition - the way managers think. If managers from one cultural group perceive, process, interpret and structure information differently from those from another, assumptions about the design and content of educational interventions based in one culture could be challenged in another. This paper reports on an exploratory study of 200 managers in Finland, Poland and the UK to investigate, firstly, whether there are national-cultural differences in cognitive style and, secondly, whether these differences are related to individual, occupational and cultural aspects of socialisation. In the latter case, the relationship between early schooling and the way people think is explored. Respondents' cognitive styles as measured by the Allinson and Hayes (1996) Cognitive Style Index (CSI) were compared with responses to two qualitative instruments assessing attitudes to early schooling and personal confidence and against predictions about national cultural differences derived from Hofstede (1984). The results, to be followed up by more extensive study, show significant differences between national groups in cognitive approaches and some aspects of socialisation. They also suggest that the constructs being measured by the CSI reveal individual characteristics that are not fixed and innate, but instead learned through processes of personal and cultural socialisation.     

从数据驱动到概念驱动:物理问题解决方式的重要转变

在物理问题解决研究中,认知加工方式是一个重要领域。基于此,通过分析认知加工理论的发展历程与实证研究,从而得出结论:物理习题解决属于数据驱动加工,而物理问题解决属于概念驱动加工。从数据驱动到概念驱动的转变,标志着物理问题解决认知方式的进化,这为物理问题解决研究的发展提供了有益的启示。     

Intuition-Analysis Style and Approaches to Studying

Rayner & Riding (1997) identified two complementary approaches to the study of individual differences in learning; process-based models include the notion of 'approaches to studying', whilst cognition-centred model encompass 'cognitive styles'. A number of authors have posited theoretical relationships between these two aspects of learning (for example: Curry, 1983; Riding, 1997). The present study sought to provide empirical elaboration for Curry's 'onion' model and Riding's 'cognitive control' model. It employed a questionnaire survey type approach and used the Cognitive Style Index (CSI) which is a measure of intuition-analysis style (Allinson & Hayes, 1996) and a short form of the Approaches to Studying Inventory (ASI) advocated by Gibbs et al. (1988) augmented by a collaborative scale suggested by the author. The hypothesised factor structure of Gibbs' short form of the ASI was not confirmed, however, the collaborative scale appeared reasonably robust and may warrant further development. A number of relationships were observed: females perceived themselves as being more analytical than males; analysts adopted a deeper approach than intuitives; intuitives had a stronger preference for collaborative approaches than analysts; and females were more achievement-oriented than males. The results are discussed with respect to the theoretical frameworks of Curry and of Riding and the practical implications for student learning in higher education.     

COGNITIVE STYLE AND THE OLDER LEARNER

Cognitive style is an attempt to understand behavior based on the characteristic modes of perceptual and intellectual functioning. Of the several conceptualizations of cognitive style, field‐dependence‐independence is used to develop categories of teachers and learners. Because older persons tend to have a dependent cognitive style, both theory and research indicate that group‐oriented approaches incorporating discussion, informality, supportiveness, and emphasizing humanistic‐social science content are likely to produce the most effective learning. Although most instruction of older persons is already oriented in this direction, research on cognitive style indicates a theoretical approach to designing more effective teaching and learning for this group.     

科技团体创造力中的认知风格研究

认知风格是个体创造力研究的一个重要方面,在团体创造力研究中同样具有重要作用。影响团体创造力的因素极其复杂,在评价个体认知风格的基础上评价团体认知风格对团体创造力作用的研究表明,有利于科技团体创造力的团体认知风格并不能由有利于个体创造力的个人认知风格的简单相加来决定,而只能用团体认知风格构成的创造氛围指标因素来诠释。     

学习风格与外语教学

学习风格是影响外语教学的一个重要因素。从分析学习风格的定义及分类出发,区分学习风格与认知风格,简要介绍学习风格的特征,指出学习风格研究对英语教学具有的研究价值及启示,对如何将学习风格理论与英语教学有机结合提出具体的方法与策略。     

自适应学习系统中双向适应交互评价实证研究

随着信息技术的快速发展,网络学习已经成为人们生活中不可或缺的一种学习方式。以实现网络个性化学习为目标的自适应学习系统成为提高网络学习质量的重要研究课题。然而目前大多数自适应学习系统仅具有单向适应能力,即实现了系统根据用户特性适应性向学习者呈现学习资源、过程和策略的功能。尽管这种功能有助于解决学习者认知超载和网络迷航问题,一定程度上提高了学习效率,但学习者在此系统中是一种被动学习,不利于培养学习者自主学习能力和创新能力,也不利于促进学习者对知识的主动建构,还容易使学习者产生惰性。因此,应该充分考虑学习者和系统之间的主客体关系,在自适应学习系统中建立双向适应交互,即用户主动选择资源的适应性交互和系统主动推送资源的自适应交互。双向适应交互最为关键的是用户模型,而认知风格是用户模型中影响学习者个体差异的一个重要元素。从学习效率和使用感受两个层面实证评价双向适应交互性,以及认知风格对其的影响发现:采用自适应学习方式,学习者具有更积极的学习态度,能够取得更好的学习绩效;但认知风格会影响到自适应学习和适应性学习的绩效。     

Chi Sigma Iota Chapter Leadership and Professional Identity Development in Early Career Counselors

As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in early career counselors is presented. Implications are discussed for counselor educators, CSI leaders, and counseling students and professionals, with suggestions made for future research.     

Learning from Multimedia Materials: The relative impact of individual differences

This paper explores whether the principles of cognitive load and multimedia theory are mediated by cognitive style, gender, and prior knowledge. Participants were 91 children aged 10–11 years (54 boys, 37 girls), each assigned to one of two presentation modes. In Condition 1 children were presented with diagrams supported by printed textual material. In Condition 2 the same diagrams were supported by narrated text. Condition 1 was designed in the conventional manner but Condition 2 was designed to adhere to cognitive load and multimedia theory. Then the children were asked a number of comprehension questions, an outcome measure requiring assimilation of information from both pictures and words. The Cognitive Style Analysis was administered to measure wholist–analytic style and verbal–imagery style. Results from national achievement tests were used as indicators of prior knowledge. Results indicate that outcome is differentiated by style, gender, and prior knowledge, and not just instructional design.     

小说《偷窃》的认知文体分析

美国优秀女作家波特的短篇小说《偷窃》是一篇风格独特的作品。运用认知语言学的理论,从人称代词、定冠词、隐喻、象似性等几个角度对小说的文体风格、主题意义及语篇连贯进行认知文体分析。     

Reflection‐Impulsivity and Wholist‐Analytic: two fledglings? ...or is R‐I a cuckoo?

Riding has proposed two families of cognitive styles: Wholist‐Analytic and Verbaliser‐Imager. Although the supporting empirical evidence has been demonstrated, the issue not fully addressed is whether the families are also theoretical valid. The task here is to evaluate the W‐A family against cognitive style theory, as proposed by Witkin and other style theorists. Several ideas are discussed: (1) Overall, the W‐A family provides a useful catalyst to styles research; (2) Despite the envisioned success of the W‐A family, reflection‐impulsivity may be a much less supportive member, having several differences with W‐A theory; (3) These have important implications for the continuing strength of styles theory and research. It also has strong implications for the application of cognitive styles in educational settings.     

个体差异中的动机因素对二语习得的影响

个体差异是客观存在的个体因素,个体差异因素中包括认知风格、个体智商、学习动机、学习风格和学习策略等等个体差异因素,其中最主要的还是学习动机。而这一因素在很大程度上影响着第二语学得,对英语的教学也起着至关重要的作用。该文主要论述的是国内外对动机类型,动机对第二外语习得影响的研究以及激励学习动机的策略。     

听说课的改革——英语原版短剧教学的实证性研究

目前,国内不少研究人员进行了各种研究来改善大学英语听说教学现状,但缺乏创新。现从认知理论和情感过滤假设出发,结合实验,提出在听说教学中运用英文原版短剧教学,能够减少情感过滤,减少学生认知风格、动机、自信心等智力和情感个性方面的差异,改进听说课教学。     

Learning Styles and Training and Development in Work Settings: lessons from educational research

Abstract While human resource development (HRD) practioners are interested in learning style, there has been relatively little empirical research in work settings. This paper reviews the research on the interaction effect of learning style and the learning style orientation of the learning environment on learning outcomes, and discusses how the findings from educational research can inform training and development practice. The need for more research in work settings is discussed and the dearth of valid and reliable measures of cognitive (learning) style that can be easily administered to employees is considered as a factor which may have inhibited research The advantages and disadvantages of a number of measures that could be used in work settings are discussed.     

美国高校职业指导的理论支撑及启示

美国高校职业指导有众多理论支撑,包括寿命理论、环境适配理论、学习理论、认知信息加工理论、价值观为基础的方法论、学生发展理论、决策风格理论等,这启示我们应以学生发展为本,广泛引入相关理论并实现功能互补。