Psychological differentiation: Current status.

Witkin, Herman A.; Goodenough, Donald R.; Oltman, Philip K.

doi:10.1037/0022-3514.37.7.1127

Cited by 231 publications

(112 citation statements)

References 102 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Social processes can extend to a basic perceptual and cognitive level, and research from cultural and social psychology indicated that the mimicker characteristics, such as self-construal, are correlated with the perceptual and cognitive mimicker characteristics (Witkin et al 1979;Witkin & Goodenough 1981;Ji et al 2000). Field dependence, for example, which refers to the phenomenon of perceptually integrating objects in their context, goes together with socially being more attuned to others.…”

Section: Evidence For Social Moderators: Mimicker Characteristicsmentioning

confidence: 99%

Where is the love? The social aspects of mimicry

Baaren

Janssen

Chartrand

et al. 2009

Phil. Trans. R. Soc. B

192

175

View full text Add to dashboard Cite

One striking characteristic of human social interactions is unconscious mimicry; people have a tendency to take over each other's posture, mannerisms and behaviours without awareness. Our goal is to make the case that unconscious mimicry plays an important role in human social interaction and to show that mimicry is closely related to and moderated by our connectedness to others. First we will position human unconscious mimicry in relation to types of imitation used in cognitive psychology and cognitive neuroscience. Then we will provide support for social moderation of mimicry. Characteristics of both the mimicker and the mimickee influence the degree of mimicry in a social interaction. Next, we turn to the positive social consequences of this unconscious mimicry and we will present data showing how being imitated makes people more assimilative in general. In the final section, we discuss what these findings imply for theorizing on the mechanisms of imitation and point out several issues that need to be resolved before a start can be made to integrate this field in the broader context of research on imitation.

show abstract

Section: Evidence For Social Moderators: Mimicker Characteristicsmentioning

confidence: 99%

Where is the love? The social aspects of mimicry

Baaren

Janssen

Chartrand

et al. 2009

Phil. Trans. R. Soc. B

192

175

View full text Add to dashboard Cite

show abstract

“…It is logical to think that this finding repeats itself in other circumstances and with other knowledge domains; although, as mentioned by Witkin (1977), depending on the environment, the subject's answers vary significantly and this makes up the cognitive style's defining characteristics (Witkin, Goodenough, & Oltman, 1979).This would explain why the same individual's behavior can change according to the environment's characteristics, but above all on the support strategies that they receive from the environment (Chou, 2001).…”

Section: Introductionmentioning

confidence: 99%

Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina

Martínez-Bernal¹,

Rodríguez²,

Vargas³

2016

Prax. saber

View full text Add to dashboard Cite

An analysis is presented of the relationships that exist between learning achievement, the use of metacognitive self-monitoring, cognitive style (Field Dependence-Independence dimension), and learning style (Grasha's Classification) in university students. The study was conducted with a population of 130 medical students enrolled from 6th to 10th semester in a university in Bogotá, Colombia. Using a bivariate correlation,associations were sought between the Grade Point Average (GPA) achieved by students, metacognitive self-monitoring, which was measured with the Motivated Strategies for Learning Questionnaire (MSLQ), cognitive styles, which were measured through the Embedded Figures Test (EFT), and learning styles as reported in the Grasha inventory. Findings showed positive correlations between learning achievement and the variables: cognitive style, use of metacognitive strategies, and participantand competitive learning styles, while negative correlations were found with avoidant and dependent learning styles. Similarly, other correlations were found between the studied variables, which are discussed in the document. Keywords ResumenSe presenta un análisis de las relaciones que existen entre logro de aprendizaje, uso de automonitoreo metacognitivo, estilo cognitivo (dimensión DependenciaIndependencia de Campo) y estilo de aprendizaje (Clasificación de Grasha), en estudiantes universitarios. El estudio se realizó con una población de 130 alumnos de una facultad de medicina de 6º a 10º semestre en una universidad en Bogotá, Colombia. Utilizando la metodología de correlaciones bivariadas se buscaron asociaciones entre el promedio académico alcanzado por los estudiantes, el automonitoreo metacognitivo, medido con el cuestionario MSQL, los estilos cognitivos por medio de la prueba EFT y los estilos de aprendizaje reportados en el inventario de Grasha. Los resultados mostraron correlaciones positivas del logro de aprendizaje con las variables: estilo cognitivo, uso de estrategias metacognitivas, estilos de aprendizaje competitivo y participativo, y correlaciones negativas con los estilos de aprendizaje evasivo y dependiente. De igual forma se encontraron otras correlaciones entre las variables de estudio que son discutidas en el documento. Palavras chave: logro de aprendizagem, automonitorização, metacognição, estilo cognitivo, estilo aprendizagem.

show abstract

“…One example of cognitive style that was proposed is field-dependence/field-independence (e.g., Witkin, Goodenough, & Oltman, 1979). "The construct refers to the extent to which an individual typically relies upon or accepts the physical or social environment as given, in contrast to working on it, for example by analyzing or restructuring it" (Berry, Poortinga, Breugelmans, Chasiotis, & Sam, 2011, p. 145).…”

Section: Cognitive Stylementioning

confidence: 99%

Contextualizing intelligence in assessment: The next step

Brouwers

Vijver

2015

Human Resource Management Review

View full text Add to dashboard Cite

a r t i c l e i n f o a b s t r a c tIntelligence theory and assessment in HR and I/O contexts are unlikely to make major advancements when intelligence continues to be treated as a decontextualized set of skills. Models of cognitive style, situated cognition, and practical intelligence present a more contextualized view of intelligence, but are either too broad or too embedded in context to guide HR and I/O assessment.We propose a new model that draws a closer link between cognition and context; the model builds on recent developments in cross-cultural personality research, where decontextualized and contextualized models are combined. We propose an assessment procedure in which social and cognitive characteristics of job situations are simulated, a method we label Controlled Situated Assessment. In order to be successful at the task, individuals need many different resources, cognitive skills, communication skills, and personality. By increasing the ecological validity of the tasks, we expect a higher predictive validity, as compared to decontextualized assessments of intelligence.

show abstract

Psychological differentiation: Current status.

Cited by 231 publications

References 102 publications

Where is the love? The social aspects of mimicry

Where is the love? The social aspects of mimicry

Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina

Contextualizing intelligence in assessment: The next step

Contact Info

Product

Resources

About