Bridging cognition and personality in education: the role of style in performance and development

Messick, Samuel

doi:10.1002/(sici)1099-0984(199612)10:5<353::aid-per268>3.0.co;2-g

Cited by 66 publications

(33 citation statements)

References 79 publications

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“…The 1990s brought an end to the cognitive styles research, with only a few publications released (Messick 1994b(Messick , 1996. Some research on creativity continued (Bennett and Rock 1995;Enright et al 1998).…”

Section: Personal Qualitiesmentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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This book has documented the history of ETS's contributions to educational research and policy analysis, psychology, and psychometrics. We close the volume with a brief synthesis in which we try to make more general meaning from the diverse directions that characterized almost 70 years of work.Synthesizing the breadth and depth of the topics covered over that time period is not simple. One way to view the work is across time. Many of the book's chapters presented chronologies, allowing the reader to follow the path of a research stream over the years. Less evident from these separate chronologies was the extent to which multiple streams of work not only coexisted but sometimes interacted.From its inception, ETS was rooted in Henry Chauncey's vision of describing individuals through broad assessment of their capabilities, helping them to grow and society to benefit (Elliot 2014). Chauncey's conception of broad assessment of capability required a diverse research agenda.Following that vision, his research managers assembled an enormous range of staff expertise. Only through the assemblage of such expertise could one bring diverse perspectives and frameworks from many fields to a problem, leading to novel solutions.In the following sections, we summarize some of the key research streams evident in different time periods, where each period corresponds to roughly a decade. Whereas the segmentation of these time periods is arbitrary, it does give a general This work was conducted while M. von Davier was employed with Educational Testing Service.

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Section: Personal Qualitiesmentioning

confidence: 99%

Advancing Human Assessment: A Synthesis Over Seven Decades

Bennett

Davier

2017

Methodology of Educational Measurement and Assessment

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“…His death in 1979 severely slowed the momentum of the field dependence-independence enterprise to the point where its future long-term viability was called into question. Nevertheless, further conceptual and methodological refinement of this construct continued in articles published by Messick (1984Messick ( , 1987Messick ( , 1994Messick ( , 1996 and in empirical work and further conceptualizing by Goodenough and his colleagues (e.g., Goodenough 1981Goodenough , 1986Goodenough et al 1987Goodenough et al , 1991. Kogan, who had by then departed for the New School for Social Research, continued to build upon his ETS experience and devoted several publications to field dependence-independence and other cognitive styles (Kogan 1976(Kogan , 1983(Kogan , 1994Kogan and Saarni 1990).…”

Section: Cognitive Stylesmentioning

confidence: 99%

“…A more recent review by Davis (1991) of field dependenceindependence studies of this kind again suggests a mixed picture of successes and failures. Messick (1994Messick ( , 1996 has attributed many of these failures to the haphazard manner in which field dependence-independence has been assessed. Typically, the isolated use of the EFT to assess this cognitive style implies that only the cognitive restructuring or set-breaking component is represented in the field dependenceindependence index to the exclusion of the component represented by the RFT, which Witkin and Goodenough (1981) described as visual versus vestibular sensitivity to perception of the upright.…”

Section: Cognitive Stylesmentioning

confidence: 99%

Research on Cognitive, Personality, and Social Psychology: II

Kogan

2017

Methodology of Educational Measurement and Assessment

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This is the second of two chapters describing research at Educational Testing Service (ETS) on cognitive, personality, and social psychology since its founding in 1947. The first chapter, Chap. 13 by Lawrence Stricker, also appears in this volume. Topics in these fields were selected for attention because they were the focus of extensive and significant ETS research. This chapter covers these topics: in cognitive psychology, creativity; in personality psychology, cognitive styles and kinesthetic aftereffect; and in social psychology, risk taking. CreativityResearch on creativity thrived at ETS during the 1960s and 1970s. Three distinct strands of work can be distinguished. One of these strands was based largely on studies of children, with an emphasis on performance in the domain of divergentthinking abilities. A second strand involved the construction of measures of scientific thinking and utilized samples of young adults. A third strand featured an emphasis on the products of creativity, mainly using young adult samples. The three strands were not entirely independent of each other as some studies explored possible links between the divergent-thinking and scientific-thinking domains or between ratings of products and characteristics of the individuals who produced them.Lawrence J. Stricker edited a final draft of this chapter that Nathan Kogan completed before his death.

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“…Messick (1996) defines the relationship between cognition and ability further by stating that, "an ability is concerned with how much, whereas cognitive styles are concerned with the how." He further states that, "abilities are usually limited to a particular domain of content or function like verbal or memory ability, but cognitive styles are unlimited and reach across the domains of ability, personality, and interpersonal behavior".…”

Section: Embedded Figures Test (Eft) Such a Test Or Tests May Be Ablmentioning

confidence: 99%

A cross sectional study of field independence and United States Military Air Traffic Control Specialists

Maliko-Abraham¹

2001

PsycEXTRA Dataset

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Subject Terms Document Classification unclassified Classification of SF298 unclassified Classification of Abstract unclassified Limitation of Abstract unlimited Number of Pages 59 REPORT DOCUMENTATION PAGE Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate for Information Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently valid OMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS.

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Bridging cognition and personality in education: the role of style in performance and development

Abstract: In an attempt to illuminate the interrelatedness of noncognitive and cognitive domains-or, more pointedly, of affection, conation, and cognition-

Cited by 66 publications

References 79 publications

Advancing Human Assessment: A Synthesis Over Seven Decades

Advancing Human Assessment: A Synthesis Over Seven Decades

Research on Cognitive, Personality, and Social Psychology: II

A cross sectional study of field independence and United States Military Air Traffic Control Specialists

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