The Relationship of Personality and Intelligence to Cognitive Learning Style and Achievement

Furnham, Adrian

doi:10.1007/978-1-4757-5571-8_19

Cited by 39 publications

(43 citation statements)

References 61 publications

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“…According to Furnham (1995), O'Connor attempted a similar study by looking at the relationship between tolerance of ambiguity, ethnocentrism, and abstract reasoning in 1952. Results showed that tolerance of ambiguity and ethnocentrism are positively correlated and that tolerance of ambiguity and abstract reasoning are not related, apart from their common tendency to vary with ethnocentrism.…”

Section: Theory and Practice In Language Studies 1875mentioning

confidence: 99%

“…Tegano (1990) found a significant and positive relationship between tolerance of ambiguity and creativity. Furnham (1995) noted that open-mindedness, which has been equated with tolerance of ambiguity, may be a predisposition to critical thinking. Stoycheva (2003) argues that tolerance of ambiguity is an important source of creativity.…”

Section: Theory and Practice In Language Studies 1875mentioning

confidence: 99%

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Relevant Researches on Tolerance of Ambiguity

Liu

2015

TPLS

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Abstract-Stemming from the study on Intolerance of Ambiguity in psychological field, the study towards Tolerance of Ambiguity (TOA) has become a topic which more and more researchers take interest in. Great efforts have been made on the theoretical and practical development of this research focus from both the psychological field and the second / foreign language acquisition field. As the theoretical framework has been constructed so as to explore the connotation of TOA, a lot of empirical researches have been made either to find out the appropriate measurement instrument or to detect the correlation between TOA and other variables in both psychological and linguistic area. A thorough review of relevant researches about TOA will help us to be aware of the current tendencies as well as the potentials for further study in the future.Index Terms-tolerance of ambiguity (TOA), second / foreign language learning, measurement of TOA

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Section: Theory and Practice In Language Studies 1875mentioning

confidence: 99%

Section: Theory and Practice In Language Studies 1875mentioning

confidence: 99%

Relevant Researches on Tolerance of Ambiguity

Liu

2015

TPLS

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“…Plusieurs autres modèles d'apprentissage expérientiel ont été proposés, tels que ceux de Argyris (1976), de Steinaker et Bell (1979;Côté, 1998), de Boud, Keogh et Walker (1985), de Lonergan (1996;Angers et Bouchard, 1985;Palkiewicz, 1988), de Jarvis (1987) et de Pfeiffer et Ballew (1988), mais c'est celui de Kolb (1984) qui a été retenu parce qu'il est le plus utilisé en éducation des adultes (Henry, 1989 ;Bourassa, Serre et Ross, 1999) et le plus étudié par les chercheurs (Furnham, 1995). Cependant, tel que le soulignent Kolb et Fry eux-mêmes en 1975, et c'est encore vrai aujourd'hui, même si leur modèle est devenu un outil important de planification pédagogique, il y a eu peu « d'attention donnée à l'exploration de la manière dont se passe l'apprentissage [expérientiel] » (p. 34), et ce, particulièrement en contexte éducatif.…”

Section: Les Facteurs De Réussite D'un Apprentissage Expérientielunclassified

Le savoir-apprendre expérientiel dans le contexte du modèle de David Kolb

Chevrier

Charbonneau

2002

rse

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RésuméCet article traite de l'analyse du fonctionnement cognitif dans la réussite ou l'échec d'un apprentissage en contexte d'autoformation au traitement de texte. Les auteurs prennent pour cadre de référence le modèle d'apprentissage expérientiel de Kolb (1984). Cinq modes de fonctionnement cognitif (exploratoire, réfléchi, abstractif, vérificatoire et gestionnel) spécifiés chacun selon trois dimensions (attitudes, conduites cognitives, conduites de gestion) définissent le savoir-apprendre expérientiel. L'analyse des protocoles comportementaux des deux cas d'apprentissage, l'un réussi, l'autre échoué, met en lumière la possibilité et la pertinence de distinguer les cinq modes de fonctionnement, leur importance relative dans la réussite de l'apprentissage et de savoir quand et comment les mettre en oeuvre.

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“…Several kinds of styles have been distinguished empirically, including expressive styles, response styles, cognitive styles, learning styles, and defensive styles (Furnham, 1995;Grigorenko & Sternberg, 1995;Messick, 1994). This paper concentrates on cognitive styles and defensive styles as well as on their potential interrelationships.…”

Section: Samuel Messick Educational Testing Servicementioning

confidence: 99%

“…To the extent that personal styles display generality in the organization and control of attention, thought, feelings, and motives, they constitute important cross-cutting variables because they bridge cognitive, conative, and affective modes of functioning. Being selfconsistent regularities in the manner or form of human activity implies that to some extent styles are both integrative and pervasive.Several kinds of styles have been distinguished empirically, including expressive styles, response styles, cognitive styles, learning styles, and defensive styles (Furnham, 1995;Grigorenko & Sternberg, 1995;Messick, 1994). This paper concentrates on cognitive styles and defensive styles as well as on their potential interrelationships.…”

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confidence: 99%

Style in the Organization and Defense of Cognition

Messick

1998

ETS Research Report Series

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Cognitive styles bear on the organization and control of attention, thought, feelings, and motives in cognitive processing. Highlighted here are two attentional cognitive styles of sharpfocus versus broad-focus scanning and serial scanning for signal detection versus parallel-process scanning that apprehends incidental information. Defensive styles bear on the organization and control of intrusive affects in cognition; they represent consistent modes of accommodating anxiety and conflict so as to maintain reasonably adaptive cognitive functioning. Because the four major defensive styles associated with obsessive-compulsive, paranoid, hysterical, and impulsive neuroses are distinguished by differential modes of attentional scanning, the two attentional cognitive styles offer a heuristic means of organizing these defensive styles in behavioral expression. STYLE IN THE ORGANIZATION AND DEFENSE OF COGNITION l Samuel Messick Educational Testing ServiceThe concept of style refers to stable individual differences in the manner or form of psychological functioning as distinct from substantive content or the level of functioning. Because personal styles are consistencies in the way psychological substance is processed rather than to consistencies in the substance itself, they may entail mechanisms for the organization and control of processes that cut across substantive areas (Messick, 1987). To the extent that personal styles display generality in the organization and control of attention, thought, feelings, and motives, they constitute important cross-cutting variables because they bridge cognitive, conative, and affective modes of functioning. Being selfconsistent regularities in the manner or form of human activity implies that to some extent styles are both integrative and pervasive.Several kinds of styles have been distinguished empirically, including expressive styles, response styles, cognitive styles, learning styles, and defensive styles (Furnham, 1995;Grigorenko & Sternberg, 1995;Messick, 1994). This paper concentrates on cognitive styles and defensive styles as well as on their potential interrelationships. In particular, two cognitive styles of attentional scanning are examined in relation to four prominent defensive styles associated with obsessive-compulsive, paranoid, hysterical, and impulsive neurotic pathologies (Shapiro, 1965). Because these defensive styles are distinguished one 1 This paper was presented at the Second Spearman Seminar, University of Plymouth, UK, July 1997. Acknowledgements are gratefully extended to Walter Emmerich, Ann Jungeblut, Richard Snow, and Lawrence Stricker for their helpful comments on the manuscript. 2 from another in part by their distinctive modes of attentional behavior, the question naturally arises as to how they relate, if at all, to the two more general cognitive styles of attentional scanning, one of which refers to sharp-focus versus broad-focus scanning and the other to serial scanning for signal detection versus parallel-process scanning that apprehends...

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The Relationship of Personality and Intelligence to Cognitive Learning Style and Achievement

Cited by 39 publications

References 61 publications

Relevant Researches on Tolerance of Ambiguity

Relevant Researches on Tolerance of Ambiguity

Le savoir-apprendre expérientiel dans le contexte du modèle de David Kolb

Style in the Organization and Defense of Cognition

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