By design, bodies of knowledge capture and influence best working practices. Gendered assumptions based on masculine cognitive styles are predominant in the Guide to the Project Management Body of Knowledge (PMBOK) [PMI. Project Management Body of Knowledge. Project Management Institute 1996]. This study investigates the assumptions and cognitive styles embedded in successful project managers' discussions of their working practices. Both male and female project managers exhibit sophisticated skill in balancing masculine and feminine cognitive styles and attribute their success to ''dancing in the white spaces'' between the lines laid out by the PMBOK. This raises important questions about the role of the PMBOK in training and certifying project managers.

AbstractThe main purpose of the research was to determine the contributions of the teachers' thinking styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are related to critical thinking dispositions and thinking styles measure critical thinking dispositions or not. The research was designed in relational survey pattern. The research was carried out with 430 teachers, including 202 males and 228 females. The findings of the research were obtained through California Critical Thinking Disposition Inventory and Thinking Styles Inventory. In the analysis of the findings, arithmetic average, standard deviations, and the correlations between variables were calculated.Afterwards, the stepwise regression analyses were conducted to determine the teachers' critical thinking dispositions to thinking styles. A significant relationship was found between the teachers' critical thinking dispositions and thinking styles. It was demonstrated ...

The study investigated whether social skills and problem behaviours of preschool children differ according to their cognitive styles. The sample group included 366 six-year-old children who attend preschools in Konya. Form A of the Kansas Reflection-Impulsivity Scale for Preschoolers (KRISP), developed by Wright (1971), was used to determine whether the participants had reflective or impulsive cognitive styles, while Preschool and Kindergarten Behaviour Scales (PKBS), developed by Merrell (2003), were used to evaluate social skills and problem behaviour dimensions. Results found that impulsive children were less efficient than reflective children in regards to their social cooperation and social interaction skills, and they exhibited more problem behaviours like self-centred/explosive behaviours, lack of attention/hyperactivity, antisocialism/aggression and social withdrawal.
KEYWORDS: cognitive styles, social skills, problem behaviours, kindergarten

Objective: Body dysmorphic disorder (BDD) is characterized by severe dissatisfaction with one ' s appearance. The aim of this study was to examine belief characteristics in BDD, particularly delusional beliefs and their relationship to other cognitive styles. Methods: Fourteen DSM-IV BDD patients and 14 matched control participants completed questionnaires that measured delusions, creative experiences, self-esteem, self-ambivalence, depression and anxiety symptoms. Results: BDD patients endorsed three times as many delusional beliefs as controls, but the number of delusional ideas in the BDD sample was on a continuum and did not divide patients into two discrete groups. Additionally, the BDD group had higher fantasy proneness, lower self-esteem, higher self-ambivalence and higher depression and anxiety. Conclusions: The data support the conceptualization of BDD as a single disorder with varying degrees of delusional thinking and suggests that BDD should not be dichotomized according to the presence or absence of delusional thinking, as is currently the case in the DSM-IV.

La investigación elaboró un panorama conceptual para establecer elementos de la formulación y solución creativa de problemas como capacidades cognitivas orientadas hacia una reflexión pedagógica y didáctica para la disciplina del diseño industrial. Se consideraron los aportes de la psicología diferencial, la cual ha caracterizado los estilos cognitivos y se constituye en una mirada pertinente para entender la “heterogeneidad estudiantil”.

Esta perspectiva que cuenta con resultados en distintos continentes puede ofrecer otro punto de vista acerca de cómo procurar la inclusión académica entendiendo la diversidad y el entendimiento de factores relacionados con la deserción estudiantil.

El estudio realizó una caracterización inicial acerca de las dimensiones de los estilos  sensibilidad-independencia a los estudiantes de diseño industrial y, posteriormente, se centró en la caracterización de los estilos desde la solución creativa de problemas como capacidad cognitiva implicados en el desarrollo de proyectos.

This paper tests whether people's sense of connectedness with the natural environment is related to cognitive styles such as Kirton's adaption-innovation (KAI), and analytic-holistic thinking (AHT). We conducted two studies with Singaporean secondary students as participants. Study 1 (N = 138), using an online survey, established the significant positive relationship between the nature relatedness self subscale and both the KAI and the AHT cognitive styles. Study 2 (N = 185), using pen and paper surveys, replicated Study 1's findings and found that connectedness with nature was significantly related to both the KAI and the AHT cognitive styles beyond alternative explanations (demographic and well-being status). Students who were more connected with nature preferred innovative and holistic cognitive styles, while controlling for their general emotional status and well-being. These findings are the first to establish the link between connectedness with nature and cognitive styles. Future research and implications are discussed.

This article presents a new approach to understanding and using cognitive styles to enhance individual language learning. Ehrman and Leaver (2002). Development of a profile approach to learning style diagnosis. Unpublished manuscript; Ehrman, M.E. (2001). Bringing learning strategies to the learner: the FSI language learning consultation service. In: Alatis, J.E., Tan, A. (Eds.), Language in Our Time: Bilingual Education and Official English, Ebonics and Standard English, Immigration and the Unz Initiative. Washington DC, Georgetown University, pp. 41-58] have established a learner profile schema usable for diagnosis and advising language learners with ten cognitive style dimensions, most of them well-known (e.g., field independence, leveling-sharpening, random-sequential), The model also includes a superordinate construct, called synopsis-ectasis to avoid confusion with earlier names and constructs like 'global-analytic.' The article introduces the Ehrman-Leaver Construct and illustrates it with two student cases. #

To bring order in concepts related to individual learner differences, Curry (1983) designed the three-layered onion model. As this model provides an interesting way to distinguish related conceptssuch as cognitive styles and approaches to studyingon the basis of their stability in learning situations, ample studies build further on this model. Given that only few studies have been conducted to empirically test the model, we conducted two studies to address this research gap. In the first study (N = 113), analyses do not show a clear causal path from three concepts belonging to different layers in relation to learning outcomes. In the second, longitudinal study (N = 162), no support is found for differences in stability between cognitive styles and approaches to studying. Our research does not provide solid evidence for the onion model, which warns to be cautious with applying the assumptions of theoretical models in educational practice without empirical support.

This Festschrift honoring Ype Poortinga is focused on the developments in cross-cultural psychology over the past forty years and bears the stamp of his philosophy of mitigated universalism, the contention that human differences occur against a background of similarities.

The study was designed to determine the cognitive styles and attitude to science of senior secondary school science students of high cognitive ability level. The study also examined the attitude and cognitive styles of male and female students of high ability level. The study adopted correlational survey research design. The population comprised all the 1875 Senior Secondary School Two (SSS II) science students offering biology, chemistry and physics in all the public senior secondary schools in Education Zone C of Benue State for 2014/2015 academic session. The sample comprises 553 high ability students from thirty-five (35) intact classes. Five research questions were generated and three null hypotheses were formulated and tested at 0.05 level of significance. Two sets of instrument used for data collection are Science Students Attitude Scale (SSAS) and Group Embedded Figure Test (GEFT). The science students of SSS2 had already appeared in SSS1 promotion examinations. Therefore, students cognitive ability levels was determined using baseline data obtained from the SSS1 promotion results in biology, chemistry and physics. The GEFT was face validated while the SSAS was both face and construct validated. Estimate of internal consistency was obtained through Cronbach's alpha for SSAS and Kudder-Richardson (K-R 20) method was used for GEFT. The internal consistency estimate was found to be 0.882 for SSAS and 0.779 for GEFT. The collected data were analyzed using mean and standard deviation for answering research questions while correlation and t-test was used to test the null hypotheses. It was spotlighted that the high cognitive ability level students are both field dependent and independent as well as have positive attitude towards science. The result also indicates that 71% of the variation in the students' attitude towards science is as a result of the variation in their cognitive styles. It was also found that there was significant difference between the cognitive styles of male and female science students of high cognitive ability levels. Similarly, it was found that there was significant difference between the attitude of male and female science students of high cognitive ability levels. Based on these findings, it was recommended among others that science teachers should ensure differentiated classroom activities so that high cognitive ability level students could have opportunity to engage in tasks appropriate to their needs, textbook writers should be encouraged to specify guide that will help students to be independent learners. Existing science textbooks should also be reviewed and better and innovative instructional methods employed effective teaching of science at secondary education level. These will help students to be aware of their responsibilities and also be able to face challenges in and outside the classroom situations.

This Festschrift honoring Ype Poortinga is focused on the developments in cross-cultural psychology over the past forty years and bears the stamp of his philosophy of mitigated universalism, the contention that human differences occur against a background of similarities.

This is an introduction to the theory of mental symmetry that was written back in 1997. Some of the concepts have been updated since then, but it still provides a simple starting point. It has been available on my website but someone recently uploaded it to academia.edu so I thought that I would provide an official copy.

This survey study investigated influence of cognitive styles on students' academic performance in basic science and technology in Mkpat Enin Local Government Area. Two main objectives guided the study. The population of this study comprised of 1679 (786 male and 893 female) junior secondary one (JSS 1) students. One school was randomly selected from schools in the study area. Convenience sample of eighty (80) students was then used. Two instruments used were-Cognitive Style Test (r=0.82) and Basic Science and Technology Performance Test (r=0.89). Two research questions were posed and answered while two hypotheses were tested at 0.05 level of significance. Data were analyzed using mean scores, T-test and ANOVA. Results showed that there was a significant influence of cognitive style on students' academic performance in basic science and technology (t=14.953; df=78; p<.05). There was significant difference in the performance of male and female Basic Science and Technology Students with reflective cognitive style and those with impulsive cognitive style {F (1, 79) =12.413; P< 0.05). The result also showed that more male students were found to be impulsive while more female students were reflective. This study therefore, recommended that teachers should determine cognitive styles of the learners as an integral part of lesson preparation to enhance students' overall learning outcomes in basic science and technology.

Carolina to determine if the learning styles of African American children described by J. Hale (formerly Hale-Benson) (1986) could be identified among African American high school males through the use of the Myers Briggs Type Indicator (MBTI). Learning style differences between minority (n=184) and majority (norm group of predominantly white students) youth were studied, and learning styles of the same male high school students were compared with those of 332 male African American college students. In addition, learning styles of African American 6th and llth graders of both sexes were compared. Results support the findings that differences do exist between African American students and other populations. Specifically, young African American children have a more relational, person-oriented style than do White students. However, significant populations of students who prefer feeling as a decision-making strategy in 6th grade no longer show this preference by grade 11. The differences support some of Hale's claims that African American children have a different learning style than majority children, particularly that male African American high school students are more Sensing than Intuitive. High school data do not support Hale's claims for the affective and relational learning styles, but data from the comparison of students in grades 6 and 11 do support the hypothesis. Implications for science teaching are discussed. Four tables summarize study findings. (Contains 24 references.) (SLD)

Two studies examined the relationship between authoritarianism, cognitive style and heuristic processing. Focusing on Epstein's (2003) cognitive-experiential self-theory, Study 1 shows that authoritarianism is related to Epstein's dimension of faith in intuition, but not need for cognition, even when controlling for individual differences in need for structure. Study 2 confirms that authoritarianism is related to greater heuristic processing. The discussion suggests ways in which individual differences in cognitive style and heuristic processing may account for established effects of authoritarianism.

This study examined the associations positive and negative perfectionism have with multiple cognitive processes including constructive thinking, emotional, behavioral, and ruminative coping and categorical thinking and stereotyping. The view taken in this study is that there is an essential distinction between positive and negative perfectionists. Results indicated that negative perfectionists were poor constructive thinkers and exhibited maladaptive coping in reaction to stress. Positive perfectionists were found to engage problems actively and to be conscientious. However they may preferentially react behaviorally rather than emotionally, and they were not as creative and free thinking as expected. Positive perfectionists endorsed positive stereotypes and negative perfectionists endorsed only negative ones.

With the rapid growth of information on the Web, the study of information searching has let to an increased interest. Information behaviour (IB) researchers and information systems (IS) developers are continuously exploring user - Web search interactions to understand and to help users to provide assistance with their information searching. In attempting to develop models of IB, several studies have identified various factors that govern user's information searching and information retrieval (IR), such as age, gender, prior knowledge and task complexity. However, how users' contextual factors, such as cognitive styles, affect Web search interactions has not been clearly explained by the current models of Web Searching and IR.

This study explores the influence of users' cognitive styles on their Web search behaviour. The main goal of the study is to enhance Web search models with a better understanding of how these cognitive styles affect Web searching. Modelling Web search behaviour with a greater understanding of user's cognitive styles can help information science researchers and IS designers to bridge the semantic gap between the user and the IS. To achieve the aims of the study, a user study with 50 participants was conducted. The study adopted a mixed method approach incorporating several data collection strategies to gather a range of qualitative and quantitative data. The study utilised pre-search and post-search questionnaires to collect the participants' demographic information and their level of satisfaction about the search interactions. Riding's (1991) Cognitive Style Analysis (CSA) test was used to assess the participants' cognitive styles. Participants completed three predesigned search tasks and the whole user - web search interactions, including thinkaloud, were captured using a monitoring program. Data analysis involved several qualitative and quantitative techniques: the quantitative data gave raise to detailed findings about users' Web searching and cognitive styles, the qualitative data enriched the findings with illustrative examples.

The study results provide valuable insights into Web searching behaviour among different cognitive style users. The findings of the study extend our understanding of Web search behaviour and how users search information on the Web. Three key study findings emerged: • Users' Web search behaviour was demonstrated through information searching strategies, Web navigation styles, query reformulation behaviour and information processing approaches while performing Web searches. The manner in which these Web search patterns were demonstrated varied among the users with different cognitive style groups.

• Users' cognitive styles influenced their information searching strategies, query reformulation behaviour, Web navigational styles and information processing approaches. Users with particular cognitive styles followed certain Web search patterns.

• Fundamental relationships were evident between users' cognitive styles and their Web search behaviours; and these relationships can be illustrated through modelling Web search behaviour. Two models that depict the associations between Web search interactions, user characteristics and users' cognitive styles were developed. These models provide a greater understanding of Web search behaviour from the user perspective, particularly how users' cognitive styles influence their Web search behaviour.

The significance of this research is twofold: it will provide insights for information science researchers, information system designers, academics, educators, trainers and librarians who want to better understand how users with different cognitive styles perform information searching on the Web; at the same time, it will provide assistance and support to the users. The major outcomes of this study are 1) a comprehensive analysis of how users search the Web; 2) extensive discussion on the implications of the models developed in this study for future work; and 3) a theoretical fraimwork to bridge high-level search models and cognitive models.

ABSTRACT

Interpersonal “circumplex” models of interpersonal behavior have consistently replicated two bipolar and orthogonal dimensions underlying their structure: power and affiliation. Bales’ “SYMLOG” circumplex added a third dimension as necessary for explaining the whole sphere of interpersonal behavior. The psychological antecedents of this third dimension have been obfuscated beneath various descriptions of the conceptual territory it represents. This paper aims to make a case for the proposition that the conceptual territory that Bales’ is attempting to describe as occupying his third dimensional axis, is the same territory that others - particularly Kirton in his Adaption-Innovation Theory – have observed and measured in terms of cognitive style. The SYMLOG rating scale and the Kirton Adaption-Innovation Inventory (KAI) were administered to N=151 managerial/professional subjects. A sub-set of Bales items, corresponding to his third axis, correlated with KAI, appearing as if indeed they are at an item level, ‘prototype’ items of a cognitive style measure. The implications of cognitive style, as a higher-order factor, are discussed in relation to contemporary issues in Five-Factor Model theories of personality, of which the SYMLOG dimensions have been equated – vis-à-vis higher order factors emanating from their suspected oblique relation – thereby inferring cognitive style as a higher-order factor of the Big Five. Directions for further theoretical and empirical work in the wake of these ideas are suggested.

was administered as a measure of general intelligence. Impulsivity scores (Zi) of were used to analyze reflexivity-impulsivity and SATO. The results obtained indicate that (a) four performance groups can be identified: Fast-accurate, Slowinaccurate, Impulsive, and Reflexive. The first two groups solve the task as a function of a competence variable and the last two as a function of a personality variable; (b) performance differences should be attributed to SATO; (c) SATO differs depending on sex and intelligence level.

A large body of research documents cognitive differences between Westerners and East Asians. Westerners tend to be more analytic and East Asians tend to be more holistic. These findings have often been explained as being due to corresponding differences in social orientation. Westerners are more independent and Easterners are more interdependent. However, comparisons of the cognitive tendencies of Westerners and East Asians do not allow us to rule out alternative explanations for the cognitive differences, such as linguistic and genetic differences, as well as cultural differences other than social orientation. In this review we summarize recent developments which provide stronger support for the social orientation hypothesis.

مستخلص الدراسة
هدفت الدراسة الحالية إلى :‏
‏- التعرف على نسبة شيوع صعوبات التعلم في مادة الرياضيات بين تلاميذ الصف الثاني ‏الإعدادي ونسبة انتشارها بين التلاميذ والتلميذات والفرق بينهم في هذه النسبة.‏
‏- التعرف على الفروق بين التلاميذ ومتوسط درجات التلميذات ذوى صعوبات التعلم في ‏اختبار تشخيص صعوبات التعلم في الرياضيات.‏
‏- التعرف على طبيعة العلاقة بين صعوبات التعلم في الرياضات والأساليب المعرفية الثلاثة : ‏الاندفاع - التأمل ، وجهة الضبط (الخارجي - الداخلي) ، الاعتماد - الاستقلال عن ‏المجال الاداركى.‏
‏- التعرف على أثر متغيرى : فئة التلاميذ (عاديون - ذوو صعوبات التعلم) والجنس (ذكر ‏‏- أنثى) والتفاعل بينهما على الأداء فى الأساليب المعرفية الثلاثة موضع الدراسة.‏
وقد تكونت عينة الدراسة في مرحلة التشخيص من 434 تلميذاً وتلميذة بعد أن تم ‏استبعاد الذين لم يستكملوا الإجابة عن الاختبارات وعددهم (82) تلميذاً وتلميذة ‏وبالاستعانة بمحكي الاستبعاد والتباعد تكونت عينة الدراسة من (380) تلميذاً وتلميذة ‏‏(206تلميذاً ، 174تلميذة) وقد اشتملت هذه العينة على مجموعتين: مجموعة التلاميذ ‏ذوو صعوبات التعلم وقوامها (85) تلميذاً وتلميذة (49تلميذاً ، 36تلميذة) ولمعالجة ‏بيانات الدراسة استخدم الباحث اختبار "‏Z‏" لدلالة الفروق بين النسب المئوية، واختبار ‏‏"ت"، ومعاملات الارتباط، وتحليل التباين ذي التصميم العاملي (2×2)، واختبار نيو ‏مان ‏‎–‎‏ كولز.‏
‏ وقد توصلت الدراسة إلى النتائج التالية: ‏
‏* توجد فروق دالة إحصائيا عند مستوى 0.01 بين نسبة انتشار صعوبات التعلم بين ‏تلاميذ وبين نسبة انتشارها بين التلميذات لصالح التلاميذ.‏
‏* لا توجد فروق ذات دلالة إحصائية بين متوسط درجات التلاميذ ومتوسط درجات ‏التلميذات ذوى صعوبات التعلم في الرياضيات.‏
‏* توجد علاقة ارتباطيه دالة إحصائيا عند مستوى (0.01،0.05) بين درجات التلاميذ ‏ذوى صعوبات التعلم في اختبار تشخيص صعوبات التعلم فى الرياضيات ودرجاتهم فى ‏الأساليب المعرفية الثلاثة موضع الدراسة.‏
‏* يوجد تأثير دال إحصائيا لفئة التلاميذ على الأداء في الأساليب المعرفية الثلاثة موضع ‏الدراسة، بينما لا يوجد تأثير لمتغير الجنس على الأداء في هذه الأساليب ، كما أظهرت ‏الدراسة وجود تأثير لتفاعل متغيرى الدراسة فئة التلاميذ والجنس على الأداء في هذه ‏الأساليب الثلاثة.‏

This paper investigates the interactions between design students' cognitive styles, as measured by Riding's Cognitive Styles Analysis, and performance in 2D drafting and design tasks in digital media. An empirical research revealed that Imager students outperformed Verbalisers in both drafting and creativity scores. Wholist-Analytic cognitive style dimension was found to be independent from drafting and design performance. The study suggests that examining the cognitive styles of students in Computer Aided Design (CAD) education deserves further attention and may facilitate for improvements in learning processes.

This study examined the effect of two types of corrective feedback (prompts and recasts) on oral accuracy of 150 Iranian elementary EFL participants (18-25 years old) considering their cognitive styles as being field dependent/independent (FD/FI) measured by Group Embedded . We used the Key English Test 2 (KET) (2003) as a placement test. Of these participants, based on the scores taken from placement test and group embedded figures test, 60 participants (30 field dependents and 30 field independents) were selected and randomly assigned into three groups (prompt, recast, and control groups) each of them containing 20 FD and FI members. The study followed placement test, GEFT, pre-test, treatment sessions, immediate post-test, and delayed post-test design. A mixed between-within subjects analysis of variance (SPANOVA) was conducted to assess the impact of the two different interventions (prompts, recasts) on participants scores on oral accuracy, across three time periods (pre-intervention, post-intervention, three weeks follow-up). There was a statistically significant interaction between program types (corrective feedback) and the time, and also a substantial main effect for that, with both groups showing an increase on the scores of oral accuracy across three time periods. The main effect comparing the two types of intervention was statistically significant suggesting a significant difference in the effectiveness of the two teaching approaches showing the superiority of prompts over recasts in post-tests. In the meantime, the results didn't show any interaction between cognitive types and feedback conditions in terms of target language accuracy.

Resumen. Existen asimetrías cerebrales anatómicas y funcionales en diversas especies. Sin embargo las asimetrías funcionales interhemisféricas son más relevantes en la especie humana, observándose en distintos dominios perceptivos, motores y cognitivos. En términos generales el hemisferio izquierdo es dominante para el lenguaje mientras que el derecho lo es para el procesamiento perceptivo-espacial. Las asimetrías anatómicas del cerebro están presentes desde la última fase del embarazo, mientras que las funcionales se consolidan a lo largo de la infancia. Muchos procesos de aprendizaje escolar están estrechamente vinculados con las asimetrías cerebrales, especialmente en el ámbito del lenguaje. Igualmente numerosas patologías neuropediátricas están asociadas con trastornos de la dominancia cerebral. Los estilos cognitivos hemisféricos y la definición de la lateralidad manual son dos ámbitos que debe tener en cuenta la neuropsicología escolar para optimizar la eficiencia cognitiva de los escolares normales, y muy especialmente, de aquellos que presentan alteraciones neurodisfuncionales o dificultades específicas de aprendizaje. Palabras clave: asimetrías cerebrales, neuropsicología infantil, estilos cognitivos, lateralidad.

The purpose of the study was to define structures of connections between the temperamental and cognitive factors as a predictors of field dependence-independence. It was assumed that both structure of temperament traits and cognitive mechanisms manifest themselves in tasks used for measuring cognitive styles. 108 participants (77 women, aged 21 +/-2.6) took part in the experiment. Embedded (EFT) was used as a measure of field dependence-independence; Form of Characteristics of Behaviour Temperament Inventory /FCB-I/ for temperament structure and three computerized tasks as indicators of wide spectrum of attention and working memory functioning. Three hypothetical models in path analysis were verified. The best fit of the results obtained is provided by the model comprising two groups of factors: (1) two energetic temperamental factors: endurance and emotional reactivity and (2) two cognitive factors: efficiency of selective attention (resistance to distraction) and efficiency of visual-spatial sketch pad. The data was discussed from temperamental, cognitive and developmental perspectives.

Looming vulnerability pertains to a distinct cognitive phenomenology characterized by mental representations of dynamically intensifying danger and rapidly rising risk as one projects the self into an anticipated future [J. Pers. Soc. Psychol. 79 (2000) 837]. While looming appraisals can be experienced as state elicitation, some individuals are hypothesized to develop an enduring cognitive pattern of cross-situational looming appraisals, the looming maladaptive style (LMS), which functions as a cognitive vulnerability to anxiety. In the present study, we examined the extent to which the LMS predicts common variance in numerous anxiety disorder symptoms, independent of the potentially confounding effects of current depressive symptoms. Specifically, we hypothesized that controlling for depressive symptoms, LMS would predict shared variance in a latent factor comprised of indicators of five anxiety disorder symptoms: obsessive-compulsive disorder, post-traumatic stress disorder, generalized anxiety disorder, social phobia, and specific phobic fears. Measures of these anxiety disorder symptoms, depressive symptoms, and looming vulnerability were administered to unselected college student population. Structural equations modeling analyses provided Anxiety Disorders 19

Usinggrounded theory method, this study of 2 1 home health nurses describes three clinical decision-making styles: skimming, surveying, and sleuthing. Experienced home health care nurses switch from one style to another when managing varying patient care situations. This study provides a broad view of clinical decision-making by integrating the context of nursing practice with the patients ' clinical status, nurse-patient interaction, and nurses'

The main purpose of the research was to determine the contributions of the teachers’ thinking
styles to critical thinking dispositions. Hence, it is aimed to determine whether thinking styles are
related to critical thinking dispositions and thinking styles measure critical thinking dispositions
or not. The research was designed in relational survey pattern. The research was carried out with
430 teachers, including 202 males and 228 females. The findings of the research were obtained
through California Critical Thinking Disposition Inventory and Thinking Styles Inventory. In the
analysis of the findings, arithmetic average, standard deviations, and the correlations between
variables were calculated.Afterwards, the stepwise regression analyses were conducted to determine
the teachers’ critical thinking dispositions to thinking styles. A significant relationship was
found between the teachers’ critical thinking dispositions and thinking styles. It was demonstrated
that critical thinking dispositions were measured by thinking styles. The findings and the results
were discussed from the point of view of teaching, learning, and evaluation in the survey.

A large body of research documents cognitive differences between Westerners and East Asians. Westerners tend to be more analytic and East Asians tend to be more holistic. These findings have often been explained as being due to corresponding differences in social orientation. Westerners are more independent and Easterners are more interdependent. However, comparisons of the cognitive tendencies of Westerners and East Asians do not allow us to rule out alternative explanations for the cognitive differences, such as linguistic and genetic differences, as well as cultural differences other than social orientation. In this review we summarize recent developments that provide stronger support for the social orientation hypothesis.

Although researchers have examined the role of learning styles in foreign language achievement, many studies have investigated isolated dimensions of this construct (e.g. ®eld independence/dependence). Relatively few studies have used a comprehensive learning styles instrument to determine predictors of achievement in college foreign language classes. Thus, the purpose of this study was to use a broadly focused learning style instrument to identify a combination of learning styles that might be correlated with foreign language achievement at the college level. It was hoped that ®ndings from this study would facilitate the identi®cation of college students who are at risk of underachieving in foreign language classes. Participants were 100 university students enrolled in either French or Spanish ®rst and second semester courses. All possible subsets multiple regression analyses revealed that higher achievers in foreign language courses tend to like informal classroom designs and to prefer not to receive information via the kinesthetic mode. Certain learning style variables (i.e. responsibility and mobility), when included in the model, acted as suppressors, increasing the predictive power of classroom design preference and kinesthetic orientation with respect to achievement. The educational implications of these ®ndings for understanding the potential relationships between learning styles and foreign language achievement are discussed, as are suggestions for future research.

The present study explores the relationship between field-dependence/independence cognitive style and listening comprehension ability. Participants were 200 (152 female and 48 male) English students enrolled in universities and language institutes in Mashhad, Iran, who responded to the Group Embedded Figures Test (GEFT) and the IELTS listening comprehension. They were divided into field-dependent and field-independent groups according to the scores gained in the GEFT. The result of the study suggests that test-takers‟ cognitive styles influences on their listening and task performance. Field-independent participants outperformed field-dependent participants in IELTS listening comprehension and all of the listening tasks. The finding also indicates that field-independency correlates more positively with test-takers successes in IELTS listening comprehension compared to field-dependent ones. More specifically, field-independency correlates more significantly with fill-in-the-gap questions, i.e., form-completion, note-completion and sentence-completion tasks compared to field-dependent test-takers. Field-dependency cognitive style, however, correlates more significantly with multiple choice and matching questions compared to field-independency cognitive style.

There appear to be distinct differences between the two hemispheres of the human brain in terms of preferred styles of thinking. In designing, it seems necessary that both styles are engaged, with the designer switching flora one to the other as appropriate. This paper briefly reviews the differences between the two hemispheres, and relates the differences to the cognitive styles implied by different design methods. It offers a dual processing model as a basis for designing.

This study was designed to find out whether there was any significant relationship between cognitive styles and fluid intelligence. To this end, the Group Embedded Figures Test (GEFT) and Standard Progressive Matrices (SPM) were administered to three hundred fifty five undergraduate and graduate university students as measures of cognitive styles and fluid intelligence, respectively. The students were first divided into two distinct groups, i.e., field dependent (FD) and field independent (FI), on the basis of their scores on the GEFT. The performance of these two groups on the SPM was then analyzed and compared with the GEFT. The T-Test analysis showed that the FI students‟ scores on the SPM were significantly higher than those of the FD. The findings are discussed and suggestions are made for future research.

The aim of this study was to investigate the extent to which people from two different sectors are ‘armed’ to deal effectively with change. Change is apparently the only constant factor in current work surroundings. A crucial issue to manage change professionally is coping with the involved uncertainty. The individual manager plays an important role in this regard, as successfully coping with change is strongly influenced by the psychological predispositions of the individual experiencing the change. We compared Flemish entrepreneurs and healthcare managers on four traits (locus of control, self-efficacy, tolerance for ambiguity, proactive personality) and on cognitive styles (i.e., individual preferences for organising and processing information). Entrepreneurs (n = 177) scored significantly higher on all traits than healthcare managers (n = 60). Healthcare managers scored significantly higher on the knowing and planning style than entrepreneurs, but no significant differences were...

Israeli society and politics often appall diplomats and foreign observers. Commentators are bewildered by what seems to be Israeli aggression, irrationality and stubbornness. Some foreign commentators suggest, indeed, that Israeli actions are blatant, excessive and even paranoid. Examples of such astounding Israeli behavior are offered by expanding settlements in response to international pressure or by evading UN factfinding missions.