Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style.

Abstract

The goals of this article are to elucidate trends and perspectives in the field of cognitive style research and to propose an integrated framework to guide future research. This is accomplished by means of a comprehensive literature review of the major advances and the theoretical and experimental problems that have accumulated over the years and by a discussion of the promising theoretical models that can be further developed, in part, with modern neuroscience techniques and with research from different psychological fields. On the basis of the research reviewed in this article, the author suggests that cognitive styles represent heuristics that individuals use to process information about their environment. These heuristics can be identified at multiple levels of information processing, from perceptual to metacognitive, and they can be grouped according to the type of regulatory function they exert on processes ranging from automatic data encoding to conscious executive allocation of cognitive resources.

More Evidence for Three Types of Cognitive Style: Validating the Object‐Spatial Imagery and Verbal Questionnaire Using Eye Tracking when Learning with Texts and Pictures

“…Pashler, McDaniel, Rohrer, and Bjork (2008) called attention to the lack of well‐designed studies investigating such interactions. Indeed, such studies are quite rare, as cognitive style often was investigated only descriptively (Kozhevnikov, 2007, 2013). Massa and Mayer examined the idea that visualizers and verbalizers might profit differently from text or pictures and found only weak support for such an ATI effect, as learning results of visualizers and verbalizers did only differ for very few of the used cognitive style measures.…”

L’«Embodied Cognition» dalla prospettiva delle neuroscienze

“…Tra le varie classificazioni degli stili cognitivi (Kozhevnikov, 2007), una delle più popolari distingue tra gli stili visivi e verbali (Paivio, 1971), de scritti come una preferenza per l'utilizzo di strategie visive (stile visualizzatore) o strategie verbali (lo stile verbalizzatore) durante l'esecuzione di compiti cognitivi. Questi due stili sono talvolta concepiti come situati alle estremità opposte della stessa dimensione (Richardson, 1977).…”

Self-Reflection, Insight, and Individual Differences in Various Language Tasks

“…Individual differences have also been 42 XU found through research on learning styles in educational settings (e.g., Entwistle, Hanley, & Hounsell, 1979;Gregorc, 1982;Li & O'Boyle, 2008). In a recent review of the literature, Kozhevnikov (2007) introduced Nosal's model about individual differences at different levels of information processing. As Kozhevnikov pointed out, Nosal's model highlighted the connection of the different tendencies in self-monitoring and control to the different characteristics of performances on cognitive tasks.…”

“…However, in the past, the construct of self-reflection was mainly studied by researchers and practitioners in areas such as assessment, counseling, and coaching for the purpose of promoting behavior change and mental health. There are few empirical studies aimed directly at the relationship between different dispositions in self-reflection and individual differences in cognitive functioning, even though one's tendency to engage in self-reflection seems logically related to the level of cognitive control and regulation, which in turn should be closely related to how a person processes information, as suggested by research and theories on individual differences (for a detailed review, see Kozhevnikov, 2007).…”

“…Languageprocessing tasks, such as reading and verbal comprehension, are an important aspect in everyday functioning and in academic achievements. Yet, among the models and theories about individual differences in information processing (e.g., Kozhevnikov, 2007;Miller, 1987), it remains to be discussed how individuals may consistently differ in various aspects of language ability, such as vocabuluary level, the process of lexical access, the speed and accuracy of sentence reading, and the retrieval of text information. More importantly, given the critical role of cognitive control and regulation to information processing, how might these potential differences in language processing relate to the different dispositions in self-reflection?…”