Style, Strategy, and Skill in Reading

Kirby, John R.

doi:10.1007/978-1-4899-2118-5_9

Cited by 73 publications

(65 citation statements)

References 33 publications

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“…In contrast, fim order schemes refer to specific knowledge and procedures used for goal attainment, while sécond order schemes act on these procedures and knowledge in goal-related cognitions such as leaming stnitegies. Referring back to Kirby's (1988) The NCS has ken shown to be gender neutral (Cacioppo et al, 1996). The SPQ, on the other hand, has indiateci that male University students are higher on the d a c e approach while females are higher on the achieving approach (Biggs, 1987).…”

Section: S M K G U H H Umentioning

confidence: 99%

Approaches to learning, need for cognition, and strategic flexibility among university students

Evans

Kirby

Fabrigar

2003

Brit J of Edu Psychol

Self Cite

128

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Background: Considerable research has described students' deep and surface approaches to learning. Other research has described individuals' self‐regulated learning and need for cognition. There is a need for research examining the relationships among these constructs. Aims: This study explored relationships among approaches to learning (deep, surface), need for cognition, and three types of control of learning (adaptive, inflexible, irresolute). Theory suggested similarities among the deep approach, need for cognition, and adaptive control (aspects of self‐regulated learning); and among surface, inflexible, and irresolute control (aspects of an ineffective approach to learning). One‐factor and two‐factor models were proposed. Sample: Participants were 226 Canadian military college students. Method: Participants completed the following questionnaires: the Study Process Questionnaire (Biggs, 1978), the Need for Cognition Scale (Cacioppo & Petty, 1982), and the Strategic Flexibility Questionnaire (Cantwell & Moore, 1996). Results: Confirmatory factor analysis supported the identification of the six scale factors. Second order confirmatory factor analysis indicated three factors representing constructs underlying these factors. Conclusions: Neither the one‐ nor two‐factor models accounted adequately for the data. Self‐regulated learning was defined by measures of the deep approach to learning, need for cognition, and adaptive control of learning. The second factor divided into one factor consisting of irresolute control, the surface approach, and negative need for cognition; and another consisting of inflexible and negative adaptive control. Substantial relationships among scales support the need for further theory development.

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Section: S M K G U H H Umentioning

confidence: 99%

Approaches to learning, need for cognition, and strategic flexibility among university students

Evans

Kirby

Fabrigar

2003

Brit J of Edu Psychol

Self Cite

128

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“…Based on these studies, we can define an individual as a person who directly interacts with his or her information systems. Competency was defined as effective application of available knowledge, skills, attitude and value in complex situations [14], [15]. Competency is the total set of knowledge, skills and attitudes of the action characteristics of an organizational member who can effectively perform his or her tasks in an organizational environment [16].…”

Section: Theoretical Research: Icita Constructmentioning

confidence: 99%

“…Hence, the factor is important to positively and efficiently improve IT knowledge and skills. IT knowledge indicates the complex process of remembering, relating to or judging IT in order to efficiently use an information system [14]. It represents the knowledge required to effectively perform the given tasks on an enterprise information system, and is related to IT solutions and applications, and information systems.…”

Section: Theoretical Research: Icita Constructmentioning

confidence: 99%

A Comprehensive Instrument for Measuring Individual Competency of IT Applications in an Enterprise IT Environment

Yoon

2012

IEICE Trans. Inf. & Syst.

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SUMMARYAn instrument that can efficiently measure individual competency of IT applications (ICITA) is presented. It allows an organization to develop and manage the IT application capability of individuals working in an enterprise IT environment. The measurement items are generated from the definition and major components of individual competency of IT applications. The reliability and validity of the instrument construct are verified by factor and correlation analysis. A 15-item instrument is proposed to efficiently measure individual competency of IT applications and the instrument will contribute to the improved ICITA of human resources working in an enterprise IT environment. key words: individual competency, IT applications, measurement item, measurement instrument

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“…The analytic / holistic dimension (Bever, 1975;Brumby, 1982;Kirby, 1988) refers to an individual's preference for processing information either as separate parts, or as large integrated chunks. When presented with a problem to solve, the holistic individual will study the whole picture, whilst the analytic individual will focus on the separate parts of the problem (see, e.g., Oxford & Anderson, 1995: 204).…”

Section: Cognitive Style Variablesmentioning

confidence: 99%

Cognitive Style Variables in Participants' Explanations of Conceptual Metaphors

Boers¹,

Littlemore²

2000

Metaphor and Symbol

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71 University students were first asked to explain three conceptual metaphors.Then the participants' cognitive styles were classified into "analytic" or "holistic" and "imager" or "verbaliser" by means of the Riding (1991) computer assisted test of cognitive styles. The results of the experiment revealed cognitive style variables in subjects' preferred strategies to explain the metaphors: (a) "holistic thinkers"were more likely than "analytic" ones to blend their conception of the target domain with the source domain ; and (b) "imagers" were more likely than "verbalisers" to refer to stereotypical images to explain the metaphors. In this article we report an experiment in which participants were asked to explain established conceptual metaphors. The participants' responses were classified according to scoring criteria derived from three theories of conceptual metaphor that have been put forward within the paradigm of cognitive semantics.These theories have been the subject of debate in recent years, because none of them appears to offer a comprehensive account of all metaphor phenomena.According to writers such as Lakoff (1987, p. 288) and Johnson (1993, p. 37), metaphor establishes correspondences between two distinct domains in which the structure of a source domain is projected onto a distinct, abstract target domain.

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Style, Strategy, and Skill in Reading

Cited by 73 publications

References 33 publications

Approaches to learning, need for cognition, and strategic flexibility among university students

Approaches to learning, need for cognition, and strategic flexibility among university students

A Comprehensive Instrument for Measuring Individual Competency of IT Applications in an Enterprise IT Environment

Cognitive Style Variables in Participants' Explanations of Conceptual Metaphors

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