NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Towards a Categorisation of Cognitive Styles and Learning Styles.
Peer reviewed Peer reviewed
Rayner, Stephen; Riding, Richard J. – Educational Psychology, 1997
Discusses the origin and elaboration of the concept of learning styles. Traces the influence of a cognition and learning-centered approach to the psychology of individual development. Argues for an integration of various models into a single learning style. Includes a tabular description of fundamental dimensions of cognitive style. (MJP)
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Educational Psychology
Reflection-Impulsivity and Wholist-Analytic: Two Fledglings...or is R-I a cuckoo?
Peer reviewed Peer reviewed
Jones, Anne Elizabeth – Educational Psychology, 1997
Considers the theoretical validity of two approaches to cognitive style. Wholist-Analytic maintains that cognitive processes depend on the interaction of two opposing forces, destructive and constructive. Reflection-Impulsivity characterizes learners according to their reflective or impulsive responses to solution hypotheses. Evaluates these…
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Conceptual Tempo
Metacognitive Realism: A Cognitive Style or a Learning Strategy?
Peer reviewed Peer reviewed
Jans, Veronique; Leclercq, Dieudonne – Educational Psychology, 1997
Identifies metacognitive realism as the accurate assessment by a learner of their knowledge on a subject. Considers whether realism in metacognition is a stable trait, and possible influences. Briefly reviews the literature and experimental evidence and concludes that metacognitive realism is both style and strategy. (MJP)
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Educational Psychology
On the Nature of Cognitive Style.
Peer reviewed Peer reviewed
Riding, Richard J. – Educational Psychology, 1997
Reviews the origins of the concept of cognitive style. Explores the fundamental applications of that style and relevant methods of assessment. Examines the distinction between style, which is likely to be relatively fixed, and strategies which are capable of being learned and developed. Discusses the relationship of style to learning preferences…
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Educational Psychology
Understanding the Effects of a Process-oriented Instruction in the First Year of University by Investigating Learning Style Characteristics.
Peer reviewed Peer reviewed
Schatteman, A.; Carette, E.; Couder, J.; Eisendrath, H. – Educational Psychology, 1997
Provides a quantitative analysis of the effectiveness of Interactive Working Groups (IWG). IWG is a process-oriented instruction developed at the Vrije University in Belgium. Analyzes such variables as prior knowledge test results, examination scores, and learning style characteristics. Results showed that IWG enhanced learning performance and…
Descriptors: Cognitive Psychology, Cognitive Restructuring, Cognitive Style, Educational Psychology
A Comparison of Two Treatment Studies: CBT and MDT with Adolescent Male Sex Offenders with Reactive Conduct Disorder and/or Personality Traits
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Apsche, Jack A.; Bass, Christopher K.; Murphy, Christopher J. – Journal of Early and Intensive Behavior Intervention, 2004
This paper compares the results of two separate published studies regarding adolescent males with conduct disorders and/or personality disorders/traits. Both studies were published in the Behavior Analyst Today, Vol. 3, No. 4, Vol 5, No. 1, respectively. The concept is to evaluate two treatment research studies that represent "the best" practices…
Descriptors: Personality Traits, Personality Problems, Intervention, Behavior Modification