Cognitive styles in children: some evolving trends∗

Kogan, Nathan; Saarni, Carolyn

doi:10.1080/0300443890430109

Cited by 19 publications

(16 citation statements)

References 115 publications

(123 reference statements)

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“…Huteau (1987) demonstrated that for concept learning, optimal learning requires compatibility between the strategy employed and the demands of the task. Kogan (1983Kogan ( , 1987Kogan ( , 1989 as well as Palacios and Carretero (1982) believe that the FDI construct is essential in understanding the prerequisites for success in school.…”

Section: Children's Performance In Academic Areasmentioning

confidence: 97%

Preschool children's cognitive style and their selection of academic areas in their play

Saracho

1995

Early Child Development and Care

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Section: Children's Performance In Academic Areasmentioning

confidence: 97%

Preschool children's cognitive style and their selection of academic areas in their play

Saracho

1995

Early Child Development and Care

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“…As noted in a number of reviews on cognitive styles (e.g. Kogan, Saarni, & Saracho, 1990;Kozhevnikov, 2007;Sternberg & Grigorenko, 1997), one of the main reasons for the preceding problems was that many of the studies on cognitive style were rather descriptive and did not attempt to relate cognitive styles to contemporary cognitive science theories.…”

mentioning

confidence: 99%

The new object‐spatial‐verbal cognitive style model: Theory and measurement

Blazhenkova

Kozhevnikov

2008

Applied Cognitive Psychology

264

343

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The current study challenges traditional approaches to Visual-Verbal cognitive style as a unitary bipolar dimension, and instead suggests a new three-dimensional cognitive style model developed on the basis of modern cognitive science theories that distinguish between object imagery, spatial imagery and verbal dimensions. The results of the confirmatory factor analysis demonstrated that the overall fit to the data of the new three-dimensional model of cognitive style was significantly better than that of a traditional model. Furthermore, based on the new theoretical model, we designed and validated a new self-report instrument assessing the individual differences in object imagery, spatial imagery and verbal cognitive styles, the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ). Across a series of studies, the OSIVQ demonstrated acceptable internal reliability as well as construct, criterion and ecological validity. The current study supports the validity of an objectspatial-verbal cognitive style dimension and related measures when developed on the basis of modern cognitive science theories.

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“…distance/rotations per unit time). Because the FDI dimension offers a way of distinguishing between subjects who tend to base their problemsolving on perceptual cues (FD) versus those who react in a more re ective way by ignoring misleading perceptual cues (FI) (Kogan & Saarni, 1989;Witkin et al, 1977), it was expected that the former would show more immature-intuitive responses than the latter. Indeed, the study con rms this by showing that FI subjects outperform ed their FD counterparts.…”

Section: Discussionmentioning

confidence: 99%

The Differential Contribution of Field-dependent and Field-independent Cognitive Styles to Sociocognitive Transaction in Promoting Scientific Reasoning

Druyan¹

1996

International Journal of Behavioral Development

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This study exam ines the in uence of two types of con ict-arousing intervention on reasoning about speed among subjects with different cognitive styles. It focuses on the types of argumentatio ns provided in sociocognitive transaction by eld-dependent and eld-independent subjects and on the role of such argumentatio ns in cognitive change. A total of 360 6th, 8th, and 10th graders participated in four stages: individual pre-test; interventioninterpersonal con ict (created by sociocognitive transaction) or intrapersonal con ict (created by multiple-choice testing); immediate post-test; and delayed post-test. In each stage subjects dealt with speed problems involving both linear and rotational motions. Sociocognitive transaction was found to be ef cacious in improving the understanding of the speed concept, especially for eld-dependent subjects. Analyses of the cognitive and social aspects of the transaction discourse revealed that although eld-independent subjects made a greater cognitive contribution, eld-dependent subjects' contribution was closer to co-subjectivi ty. The results suggest that sociocognitive transaction is an appropriate learning environment in the subject of physics for elddependent as well as eld-independent subjects.

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Cognitive styles in children: some evolving trends∗

Cited by 19 publications

References 115 publications

Preschool children's cognitive style and their selection of academic areas in their play

Preschool children's cognitive style and their selection of academic areas in their play

The new object‐spatial‐verbal cognitive style model: Theory and measurement

The Differential Contribution of Field-dependent and Field-independent Cognitive Styles to Sociocognitive Transaction in Promoting Scientific Reasoning

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