The Role of Cognitive Style in Academic Performance and in Teacher‐student Relations12

Witkin, Herman A.

doi:10.1002/j.2333-8504.1973.tb00450.x

Cited by 134 publications

(142 citation statements)

References 53 publications

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“…In the domain of cross-cultural psychology, two cultural typologies may be theoretically associated with the learning abilities of Kolb's model. One typology focuses on culturally different self-construals of interdependent-self and independentself presented and is discussed by Markus and Kitayama (1991), while the other is Witkin's (1976) cognitive style of field-dependent and field-independent.…”

Section: Cross-cultural Psychologymentioning

confidence: 99%

“…Field-dependent and field-independent Witkin's (1976Witkin's ( , 1979 cognitive styles of field-dependent and field-independent have influence upon cross-cultural studies of psychological development across cultures (Goodenough, 1986). Witkin and his colleagues (1954) found that people's perception of the upright is consistently stable and represents part of their fundamental psychological makeup.…”

Section: Propositionmentioning

confidence: 99%

“…Field-dependent people are likely to depend on immediate contexts for solving problems and to comply with dominant properties of the field (Witkin, 1976(Witkin, , 1979Goodenough, 1986). In contrast, field-independent people have psychologically defined boundaries between their inner self and their outer self (Witkin, 1976(Witkin, , 1979.…”

Section: Propositionmentioning

confidence: 99%

“…In contrast, field-independent people have psychologically defined boundaries between their inner self and their outer self (Witkin, 1976(Witkin, , 1979. Segregation of the self from the field results in a greater determination of behavior from the internal self and a diminished reliance on external sources of guidance.…”

Section: Propositionmentioning

confidence: 99%

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Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Yamazaki

2005

International Journal of Intercultural Relations

159

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This study presents the relationship between six typologies of cultural differences and the learning styles of Kolb's learning model. Several cross-cultural studies about learning styles indicate that learning styles may differ from one culture to another, but few studies have addressed the question of which culture is related to which learning style or ability. The present study concerns this inquiry. Exploration of this inquiry has been made in two parts. The first part investigates conceptual analogies and relationships between Kolb's model and the six cultural typologies in the domains of anthropology, cross-cultural management, and crosscultural psychology. The second part focuses on the empirical results of six comparative studies about cross-cultural differences in learning styles in the past and discusses how six propositions generated from the first theoretical examination can reflect upon their past empirical results.Those two examinations suggest that particular culture, as categorized in those domains, relates to certain learning styles or abilities.Learning styles and culture 3

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Section: Cross-cultural Psychologymentioning

confidence: 99%

Section: Propositionmentioning

confidence: 99%

Section: Propositionmentioning

confidence: 99%

Section: Propositionmentioning

confidence: 99%

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Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Yamazaki

2005

International Journal of Intercultural Relations

159

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“…According to Cognitive Control Theory, [7] field dependence/independence is not only a cognitive style but also a cognitive control.…”

Section: G Formation Of Fd/imentioning

confidence: 99%

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Dong¹,

Wang²

2015

Proceedings of the 2015 International Conference on Economics, Management, Law and Education

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Abstract-this research report makes a concrete discussion on the roles of field dependence and independence in the development of college students' listening and speaking performance from the perspective of the influences of cognitive style on second language acquisition (SLA), which is one of the major applications of learning style in SLA. The results of this study shows that in second language learning, there are not any evidences so far to illustrate that field independence is superior to field dependence, or vice versa. The two kinds of cognitive style have their own advantages and disadvantages in different learning environments, for different learning materials and learning tasks.

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Cognitive styles and hypermedia navigation: Development of a learning model

Chen¹,

Macredie²

2001

J. Am. Soc. Inf. Sci.

192

110

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There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed. IntroductionAs one of the most recent developments in learning technology, hypermedia stands to offer a significant contribution to the improvement of delivering instructional material. Hypermedia is unique in that there is not one linear path through the program but a multitude of branches in which a learner can explore a subject matter at his/her own pace. This change frees up the way in which information can be delivered to learners, giving them greater control over what they read and the order in which they read it. However, not all types of students have the capability to develop navigation paths by themselves. In the past decade, many studies have found that individual differences had significant effects on student learning in hypermedia systems, ranging from gender differences , through system experience (Hölscherl & Strubel, 2000;Reed & Oughton, 1997), to cognitive styles (Durfresne & Turcotte, 1997;Shih & Gamon, 1999). Among these differences, cognitive styles especially play an important role in the development of hypermedia-based learning because they refer to users' information processing habits, representing individual user's typical modes of perceiving, thinking, remembering, and problem solving (Messick, 1976). Such importance has been highlighted by previous research, which indicated that students with different cognitive styles showed different learning preferences and required different navigational support in hypermedia systems (e.g., Ford & Chen, 2000;Kim, 1997).It is, therefore, essential to build a robust learning model by understanding the needs of students with different cognitive styles. This article aims to present a learning model that illustrates how cognitive styles influence student learning in hypermedia systems by using the evidence of previous research as a base. The evidence will be reviewed and analyzed under five themes that are commonly presented in the literature: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. In additi...

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The Role of Cognitive Style in Academic Performance and in Teacher‐student Relations12

Abstract: The cognitive characteristics involved in a relatively field-

Cited by 134 publications

References 53 publications

Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Learning styles and typologies of cultural differences: A theoretical and empirical comparison

Untitled

Cognitive styles and hypermedia navigation: Development of a learning model

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