Some behavioral implications of cognitive styles in childhood

Abstract

Of the large number of cognitive-style dimensions introduced into the psychological literature over the past 40 years, only a relatively small number have survived to serve as foci of contemporary research. The present paper considers three styles for which there is an available literature based on child samples-field dependence-independence, reflection-impulsivity, and breadthnarrowness of categorization. These constructs are defined conceptually and operationally, their developmental trajectories are examined, and their implications for behavior are pursued. All three styles demonstrate meaningful developmental continuities or discontinuities, and all are shown to have important behavioral implications. The child's location at one polar extreme of a style is often advantageous with respect to the child's adaptive functioning, location at the opposite extreme can be disadvantageous. Such contrasts pose conceptual difficulties for those who view cognitive styles as a value-free alternative to cognitive abilities.

Cognitive style and Computer-Assisted Learning: problems and a possible solution

“…Kogan, 1971;Joughin, 1989;Rowland and Stuessy, 1987) but often, the styles differ more in name than in nature. The vast majority of cognitive styles can be classified into either a preference for a reasonable degree of structure and guidance to be provided in the learning situation, or a preference for considerable freedom to choose the direction that learning should take.…”

Competencias sociales y tecnologías de la información y la comunicación como factores asociados al desempeño en estudiantes de básica primaria con experiencia de desplazamiento forzado

“…Es relevante incursionar en modelos de flexibilización de procedimientos; la estructura administrativa debe adaptarse a los nuevos modelos de enseñanza-aprendizaje que demanda la sociedad actual (Kogan, 1971;Piaget, 1987;Sabater, 1997;De Zubiria y De Zubiria, 1994).…”

Research on Cognitive, Personality, and Social Psychology: II

“…Other empirical work included studies of the influence of field dependence on memory by Messick and Damarin (1964) and Messick and Fritzky (1963). Scholarly reviews were published (Kagan and Kogan 1970;Kogan 1971) that enhanced the visibility of the construct of cognitive style within the broader psychological and educational community. Messick (1970) provided definitions for a total of nine cognitive styles, but this number expanded to 19 six years later (Messick 1976).…”