Individual Differences in Learning: Cognitive control,cognitive style,and learning style

This paper assesses the value of three learning style tests when used to examine the design of educational materials for teaching computer science at a distance. The paper presents three studies where three different learning styles were used to discriminate preference and performance in different contexts. The studies indicate that the Learning Style Questionnaire and the Group Embedded Figures Test are of little value. However the Cognitive Style Analysis proved useful in discriminating performance on imagery‐rich materials in a simulated learning context. The paper argues that it may be necessary to match the theoretical basis of learning style with the context in which it is used in order to gain useful information. On the whole the studies showed that the value of learning style tests may be limited.     

The effects of cognitive style and course content on classroom social behavior

This study of the effects of course content and cognitive style on students' classroom social behavior utilized 29 boys experiencing academic difficulties. After completing the Embedded Figures Test, each subject was assigned to either field-dependent (FD) or field-independent (FI) groups. Systematic observations of the two groups' classroom behaviors in French and mathematics classes were compared using ANOVA techniques. Results showed that the social behavior profiles of the two groups were the same on 18 behavioral categories. However, consistent with previous findings, FI subjects were more disruptive than FD subjects. Variance in social behavior was due principally to course content. The interactive effects of cognitive and task characteristics on social behavior are discussed within a cognitive-behavioral perspective.     

Predicting students' epistemological orientation from demographic,ability, and learning style variables

Although college students' epistemological orientation largely determines how they approach, interpret, and learn in higher educational contexts, little is known about the student characteristics which reliably predict the orientation. Thus, the aim of this study was to determine the relative potency of different student characteristics potentially salient to differentiating epistemological view. The student variables evaluated were demographic (major and sex), verbal ability, and learning style (four scales from the Inventory of Learning Processes). Results of correlational and multiple regression analyses reveal that only students verbal skill accounted for a significant percent of the variance in epistemological orientation. The results are discussed in terms of the meaning of the orientation, its relevance to practitioners, and implications for further investigation.     

基于网络的认知风格对大学英语协作学习的影响

网络学习环境下,匹配策略对知识的获得直接有利,它能使学生学得更快、更多,但是无法弥补学习方式上的欠缺。网络资源的不确定性,导致学生在学习英语过程中出现种种问题。     

大学生学习方式与创新能力的关系研究

通过对课堂教育情景下大学生学习方式（学习的动机和策略）与创新能力（创新人格和创新思维）两者内在关系的实证研究分析,表明学习的深层动机与创新人格（好奇心和意志力）显著正相关;同时,深层策略与创新人格（好奇心和意志力）和创新思维（流畅性、灵活性、独创性）也显著正相关。     

The effects of learning style on grades of first-year college students

This study compared the grade point averages of 796 first-year students in five institutions of higher education in a southern state with learning typologies set forth in theLearning Styles Inventory by Canfield. Results of the analysis of variance reflected an effect of learning style, sex, and race. Grades of students with social, conceptual, and social/applied styles differed significantly from those of students having the neutral preference. Whites tended to have better grades than blacks had. Females learned best with social and independent/applied styles; however, males learned best with social/applied and social/conceptual styles. Although there were no race differences in the proportions of students in the various learning styles, there were sex differences. Except for mathematics, the effect of major on the association of sex and learning style was moderate to none. Findings from the study suggest a need for administrative and instructional changes.     

The influence of visual cognitive style when learning from instructional animations and static pictures

In a 2 × 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with animations, and less developed visualizers (LDV) performed the same with static pictures or animations.For factual knowledge, there was a main effect in favor of HDV. Subsequent tests revealed that HDV outperformed LDV only when learning from static pictures, but not when studying animations. There were no overall differences between animations and static pictures. The assumption is made that HDV benefit from their cognitive style when they have to construct a mental animation from static pictures.Concluding, we did not find any rationale for converting static pictures to animations — HDV learned better with static pictures, while for LDV, it made no difference.     

Failure,cognitive style and democracy

European Journal of Psychology of Education -     

The effects of search tool type and cognitive style on performance during hypermedia database searches

This study investigated the effects of search tools and learner cognitive styles on performance in searches for information within a hypermedia database. Seventy-five students in a university English as a Second Language (ESL) program were blocked for field dependence and assigned to one of four treatments: browser, index/find, map, and all tools. Subjects searched the hypermedia database, EarthQuest, for facts to answer practice and posttest questions on science topics. Results revealed a significant interaction between search tool and cognitive style. Field-independent learners performed significantly better than field-dependent learners under the index/find and map treatments. Subjects in the four treatment groups accessed information from the database differently. Furthermore, cognitive style was significantly related to achievement, tool use, and attitude. Implications for the design and instructional use of hypermedia databases are provided.     

The effects of mathematical modeling on creative production ability and self-directed learning attitude

What should we do to educate the mathematically gifted and how should we do it? In this research, to satisfy diverse mathematical and cognitive demands of the gifted who have excellent learning ability and task tenacity in mathematics, we sought to apply mathematical modeling. One of the objectives of the gifted education in Korea is cultivating creative production ability. Another objective is to develop the self-directed learning attitude of the gifted. To examine the objectives, Mathematical Modeling was applied to the gifted. We analyzed the behaviors of the mathematically gifted students attending the class, which applied Mathematical Modeling to assess the potential for cultivating creative production ability. And in the aspect of the self-directed learning attitudes, two groups were compared: the gifted students who participated in the Mathematical Modeling class and other gifted students who did not. From these results, Mathematical Modeling is proposed as an appropriate program to achieve educational objectives for the mathematically gifted students.     

The effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning

The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group or the experimental group. The independent variable was the presence of captions, and the dependent variables were content comprehension, cognitive load, and motivation. The study applied a posttest-only control group design. The results of the experiment indicated a significant difference (t = -2.16, p < .05) in content comprehension but no statistically significant difference in cognitive load and motivation between the two groups. These results led to suggestions for improvements in learning materials for deaf individuals.     

Understanding and defining cognitive style and learning style: a Delphi study in the context of educational psychology

This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested in styles are encouraged to draw on these definitions when developing new research agendas aimed at deepening our understanding of style as a core construct in educational psychology.     

Teaching format and student style: Their interactive effects on learning

This research compared the effectiveness of Peer-Centered (PC) and Instructor-Centered (IC) formats for Teaching-Assistant-led discussion sections in chemistry. In addition, an Aptitude-Treatment Interaction (ATI) was hypothesized, such that self-described collaborative students would report more learning from the PC format and competitive students would benefit more from the IC format. The PC format utilized small subgroups and student presentations, while in the IC format the Teaching Assistant lectured, solved problems, and answered questions. The two sections were approximately equal in overall learning, except that more learning from fellow students occurred in the PC sections. The expected ATI effect was found. In addition, students with interpersonally oriented learning styles benefited more from interactive learning opportunities (such as sections), while those with other learning styles gained more from impersonal media (such as textbooks).     

Cognitive ability and cognitive style: finding a connection through resource use behavior

Instructional Science - The goal of this study was to investigate cognitive style (the visualizer–verbalizer dimension) and cognitive ability (spatial and verbal abilities) in terms of...     

Metacognitive Realism: a cognitive style or a learning strategy?

Learning implies the learner's ability to make a series of decisions and, in particular, the capacity to assess the quality and reliability of one's own knowledge incapsu‐lated in the question: “How far do I already know the content I am supposed to learn?” The authors address the following issues: (1) Is realism in metacognition a stable trait in learners?; (2) If not, by what is it influenced?. After a short review of the literature on the topic and the examination of experimental evidence, metacognition is considered as both a style and a strategy. The need for a taxonomy of metacognitive realism is demonstrated in order to clarify the topic and to facilitate applied research.