Cognitive style
Encyclopedia
Cognitive style or "thinking style" is a term used in cognitive psychology
to describe the way individuals think, perceive and remember information. Cognitive style differs from cognitive ability (or level), the latter being measured by aptitude tests or so-called intelligence tests. Controversy exists over the exact meaning of the term cognitive style and also as to whether it is a single or multiple dimension of human
personality. However, it remains a key concept in the areas of education
and management
. If a pupil has a cognitive style that is similar to that of his/her teacher, the chances that the pupil will have a more positive learning experience are improved. Likewise, team members with similar cognitive styles likely feel more positive about their participation with the team. While matching cognitive styles may make participants feel more comfortable when working with one another, this alone cannot guarantee the success of the outcome.
or MBTI. Riding (1991) developed a two-dimensional cognitive style instrument, his Cognitive Style Analysis (CSA), which is a compiled computer-presented test that measures individuals' position on two orthogonal dimensions – Wholist-Analytic (W-A) and Verbal-Imagery (V-I). The W-A dimension reflects how individuals organise and structure information. Individuals described as Analytics will deconstruct information into its component parts, whereas individuals described as Wholists will retain a global or overall view of information. The V-I dimension describes individuals' mode of information representation in memory during thinking – Verbalisers represent information in words or verbal associations, and Imagers represent information in mental pictures. The CSA test is broken down into three sub-tests, all of which are based on a comparison between response times to different types of stimulus items. Some scholars argue that this instrument, being at least in part reliant on the ability of the respondent to answer at speed, really measures a mix of cognitive style and cognitive ability (Kirton, 2003). This is said to contribute to the unreliability of this instrument.
, identifies an individual's perceptive behaviour while distinguishing object figures from the content field in which they are set. Two similar instruments to do this were produced, the Embedded Figures Test (EFT) and the Group Embedded Figures Test] (GEFT) (1971). In both cases, the content field is a distracting or confusing background. These instruments are designed to distinguish field-independent from field-dependent cognitive types; a rating which is claimed to be value-neutral. Field-independent people tend to be more autonomous when it comes to the development of restructuring skills; that is, those skills required during technical tasks with which the individual is not necessarily familiar. They are, however, less autonomous in the development of interpersonal skills. The EFT and GEFT continue to enjoy support and usage in research and practice. However, they, too, are criticised by scholars as containing an element of ability and so may not measure cognitive style alone.
Hudson (Carey, 1991) identified two cognitive styles: convergent thinkers, good at accumulating material from a variety of sources relevant to a problem's solution, and divergent thinkers who proceed more creatively and subjectively in their approach to problem-solving. Hudson's Converger-diverger construct attempts to measure the processing rather than the acquisition of information by an individual. It aims to differentiate convergent from divergent thinkers; the former being persons who think rationally and logically while the latter tend to be more flexible and to base reasoning more on heuristic evidence.
In contrast, cognitive complexity theories as proposed by Beiri (1961), attempt to identify individuals who are more complex in their approach to problem-solving against those who are simpler. The instruments used to measure this concept of "cognitive style" are either Driver's Decision Style Exercise (DDSE) (Carey, 1991) or the Complexity Self-Test Description Instrument, which are somewhat ad hoc and so are little used at present.
Pask (Carey, 1991)extended these notions in a discussion of strategies and styles of learning. In this, he classifies learning strategies as either holist or serialist. When confronted with an unfamiliar type of problem, holists gather information randomly within a framework, while serialists approach problem-solving step-wise, proceeding from the known to the unknown.
Ornstein's Hemispherical lateralisation concept (Carey, 1991), commonly called left-brain/right-brain theory, posits that the left hemisphere of the brain controls logical and analytical operations while the right hemisphere controls holistic, intuitive and pictorial activities. Cognitive style is thus claimed to be a single dimension on a scale from extreme left-brain to extreme right-brain types, depending on which associated behaviour dominates in the individual, and by how much.
Taggart's (1988) "Whole-brain human information processing theory" classifies the brain as having six divisions, three per hemisphere, which in a sense is a refined model of the hemispherical lateralisation theory discussed above.
The Allinson]-Hayes (1996) Cognitive Style Index (CSI) has features of Ornstein's left-brain/right-brain theory. The CSI contains 38 items, each rated using a 3-point scale (true; uncertain; false). Some scholars have questioned the CSI's construct validity on the grounds of theoretical and methodological limitations associated with its development. It is also noteworthy that this measure of cognitive style is both gender-sensitive and culture-sensitive. While it is entirely plausible that cognitive style is related to these social factors, it does complicate some educational and management issues. It suggests, for instance, that a given student is best taught by a person of a certain sex or culture; or that only persons of certain cultures can work harmoniously together in teams.
Kirton also invented an instrument to measure cognitive style (at least in accordance with this model) known as the Kirton Adaption-innovation Inventory (KAI). This requires the respondent to rate themselves against thirty-two personality traits. A drawback of all the other efforts to measure cognitive style discussed above is their failure to separate out cognitive style and cognitive level. As the items on the KAI are expressed in clear and simple language, cognitive level plays no significant role. Scores on the A-I continuum are normally distributed between the extreme cognitive styles of high innovation and high adaptation.
Another important concept associated with A-I theory is that of bridging in teams. Kirton (2003) defines bridging as "reaching out to people in the team and helping them be part of it so that they may contribute even if their contribution is outside the main-stream". Bridging is thus a task and a role, which has to be learnt. It is not a cognitive style. Bridging is also not leading, although the skilled leader may make use of persons they recognise as good bridgers to maintain group cohesion. Group cohesion means, to keep the group aware of the importance of its members working well together. Kirton (2003) suggests that it is easier for a person to learn and assume a bridging role if their cognitive style is an intermediate one. If person B assumes a bridging role which assists persons A and C to work well together in a team, then B's KAI score is recommended to be between those of A and C. Of course, it is only recommended that B's score lies between the scores of A and C, not that B's score lies near the KAI mean. All of A, B and C could be high-scoring innovators or, for that matter, high-scoring adaptors.
Cognitive psychology
Cognitive psychology is a subdiscipline of psychology exploring internal mental processes.It is the study of how people perceive, remember, think, speak, and solve problems.Cognitive psychology differs from previous psychological approaches in two key ways....
to describe the way individuals think, perceive and remember information. Cognitive style differs from cognitive ability (or level), the latter being measured by aptitude tests or so-called intelligence tests. Controversy exists over the exact meaning of the term cognitive style and also as to whether it is a single or multiple dimension of human
Human
Humans are the only living species in the Homo genus...
personality. However, it remains a key concept in the areas of education
Education
Education in its broadest, general sense is the means through which the aims and habits of a group of people lives on from one generation to the next. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts...
and management
Management
Management in all business and organizational activities is the act of getting people together to accomplish desired goals and objectives using available resources efficiently and effectively...
. If a pupil has a cognitive style that is similar to that of his/her teacher, the chances that the pupil will have a more positive learning experience are improved. Likewise, team members with similar cognitive styles likely feel more positive about their participation with the team. While matching cognitive styles may make participants feel more comfortable when working with one another, this alone cannot guarantee the success of the outcome.
Multi-dimensional models and measures
A popular, multi-dimensional instrument for the measure of cognitive style is the Myers-Briggs Type IndicatorMyers-Briggs Type Indicator
The Myers-Briggs Type Indicator assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions...
or MBTI. Riding (1991) developed a two-dimensional cognitive style instrument, his Cognitive Style Analysis (CSA), which is a compiled computer-presented test that measures individuals' position on two orthogonal dimensions – Wholist-Analytic (W-A) and Verbal-Imagery (V-I). The W-A dimension reflects how individuals organise and structure information. Individuals described as Analytics will deconstruct information into its component parts, whereas individuals described as Wholists will retain a global or overall view of information. The V-I dimension describes individuals' mode of information representation in memory during thinking – Verbalisers represent information in words or verbal associations, and Imagers represent information in mental pictures. The CSA test is broken down into three sub-tests, all of which are based on a comparison between response times to different types of stimulus items. Some scholars argue that this instrument, being at least in part reliant on the ability of the respondent to answer at speed, really measures a mix of cognitive style and cognitive ability (Kirton, 2003). This is said to contribute to the unreliability of this instrument.
Bipolar, one-dimensional models and measures
The Field dependence-independence model, invented by H. WitkinHerman Witkin
Herman A. Witkin was an American psychologist who specialized in the spheres of cognitive psychology and learning psychology. He was a pioneer of the theory of Cognitive styles and Learning styles...
, identifies an individual's perceptive behaviour while distinguishing object figures from the content field in which they are set. Two similar instruments to do this were produced, the Embedded Figures Test (EFT) and the Group Embedded Figures Test] (GEFT) (1971). In both cases, the content field is a distracting or confusing background. These instruments are designed to distinguish field-independent from field-dependent cognitive types; a rating which is claimed to be value-neutral. Field-independent people tend to be more autonomous when it comes to the development of restructuring skills; that is, those skills required during technical tasks with which the individual is not necessarily familiar. They are, however, less autonomous in the development of interpersonal skills. The EFT and GEFT continue to enjoy support and usage in research and practice. However, they, too, are criticised by scholars as containing an element of ability and so may not measure cognitive style alone.
Hudson (Carey, 1991) identified two cognitive styles: convergent thinkers, good at accumulating material from a variety of sources relevant to a problem's solution, and divergent thinkers who proceed more creatively and subjectively in their approach to problem-solving. Hudson's Converger-diverger construct attempts to measure the processing rather than the acquisition of information by an individual. It aims to differentiate convergent from divergent thinkers; the former being persons who think rationally and logically while the latter tend to be more flexible and to base reasoning more on heuristic evidence.
In contrast, cognitive complexity theories as proposed by Beiri (1961), attempt to identify individuals who are more complex in their approach to problem-solving against those who are simpler. The instruments used to measure this concept of "cognitive style" are either Driver's Decision Style Exercise (DDSE) (Carey, 1991) or the Complexity Self-Test Description Instrument, which are somewhat ad hoc and so are little used at present.
Pask (Carey, 1991)extended these notions in a discussion of strategies and styles of learning. In this, he classifies learning strategies as either holist or serialist. When confronted with an unfamiliar type of problem, holists gather information randomly within a framework, while serialists approach problem-solving step-wise, proceeding from the known to the unknown.
Ornstein's Hemispherical lateralisation concept (Carey, 1991), commonly called left-brain/right-brain theory, posits that the left hemisphere of the brain controls logical and analytical operations while the right hemisphere controls holistic, intuitive and pictorial activities. Cognitive style is thus claimed to be a single dimension on a scale from extreme left-brain to extreme right-brain types, depending on which associated behaviour dominates in the individual, and by how much.
Taggart's (1988) "Whole-brain human information processing theory" classifies the brain as having six divisions, three per hemisphere, which in a sense is a refined model of the hemispherical lateralisation theory discussed above.
The Allinson]-Hayes (1996) Cognitive Style Index (CSI) has features of Ornstein's left-brain/right-brain theory. The CSI contains 38 items, each rated using a 3-point scale (true; uncertain; false). Some scholars have questioned the CSI's construct validity on the grounds of theoretical and methodological limitations associated with its development. It is also noteworthy that this measure of cognitive style is both gender-sensitive and culture-sensitive. While it is entirely plausible that cognitive style is related to these social factors, it does complicate some educational and management issues. It suggests, for instance, that a given student is best taught by a person of a certain sex or culture; or that only persons of certain cultures can work harmoniously together in teams.
Kirton's model of cognitive style
One of the most popular models of cognitive style was devised by Michael Kirton (1976, 2003). His model, called Adaption-Innovation theory, claims that an individual's preferred approach to problem solving, can be placed on a continuum ranging from high adaptation to high innovation. He suggests that some human beings, called adaptors tend to prefer the adaptive approach to problem-solving, while others (innovators), of course, prefer the reverse. Adaptors use what is given to solve problems by time-honoured techniques. Alternatively, innovators look beyond what is given to solve problems with the aid of innovative technologies. Kirton suggests that while adaptors prefer to do well within a given paradigm, innovators would rather do differently, thereby striving to transcend existing paradigms.Kirton also invented an instrument to measure cognitive style (at least in accordance with this model) known as the Kirton Adaption-innovation Inventory (KAI). This requires the respondent to rate themselves against thirty-two personality traits. A drawback of all the other efforts to measure cognitive style discussed above is their failure to separate out cognitive style and cognitive level. As the items on the KAI are expressed in clear and simple language, cognitive level plays no significant role. Scores on the A-I continuum are normally distributed between the extreme cognitive styles of high innovation and high adaptation.
Another important concept associated with A-I theory is that of bridging in teams. Kirton (2003) defines bridging as "reaching out to people in the team and helping them be part of it so that they may contribute even if their contribution is outside the main-stream". Bridging is thus a task and a role, which has to be learnt. It is not a cognitive style. Bridging is also not leading, although the skilled leader may make use of persons they recognise as good bridgers to maintain group cohesion. Group cohesion means, to keep the group aware of the importance of its members working well together. Kirton (2003) suggests that it is easier for a person to learn and assume a bridging role if their cognitive style is an intermediate one. If person B assumes a bridging role which assists persons A and C to work well together in a team, then B's KAI score is recommended to be between those of A and C. Of course, it is only recommended that B's score lies between the scores of A and C, not that B's score lies near the KAI mean. All of A, B and C could be high-scoring innovators or, for that matter, high-scoring adaptors.
See also
- Big Five personality traitsBig Five personality traitsIn contemporary psychology, the "Big Five" factors of personality are five broad domains or dimensions of personality which are used to describe human personality....
- CognitionCognitionIn science, cognition refers to mental processes. These processes include attention, remembering, producing and understanding language, solving problems, and making decisions. Cognition is studied in various disciplines such as psychology, philosophy, linguistics, and computer science...
- Cognitive scienceCognitive scienceCognitive science is the interdisciplinary scientific study of mind and its processes. It examines what cognition is, what it does and how it works. It includes research on how information is processed , represented, and transformed in behaviour, nervous system or machine...
- Cognitive Process Profile (CPP)
- Cognitive Styles AnalysisCognitive Styles AnalysisCognitive Styles Analysis was developed by Richard J. Riding and is the most frequently used computerized measure of cognitive styles. Although CSA is not well known in North American institutions, it is quite popular among European universities and organizations.A number of different labels have...
- Sternberg's theory of cognitive styles
- Forer effectForer effectThe Forer effect is the observation that individuals will give high accuracy ratings to descriptions of their personality that supposedly are tailored specifically for them, but are in fact vague and general enough to apply to a wide range of people...
- Glossary of philosophical isms
- Individual differences
- List of philosophies
- List of thought processes
- ThoughtThought"Thought" generally refers to any mental or intellectual activity involving an individual's subjective consciousness. It can refer either to the act of thinking or the resulting ideas or arrangements of ideas. Similar concepts include cognition, sentience, consciousness, and imagination...
- Fluid and Crystallized IntelligenceFluid and crystallized intelligenceIn psychology, fluid and crystallized intelligence are factors of general intelligence originally identified by Raymond Cattell...
External links
- http://tip.psychology.org/styles.html
- http://www.personality-project.org/perproj/others/heineman/cog.htm
- http://www.mindgarden.com/products/gefts.htm The Group Embedded Figures Test