Evaluation of the Impact of User-Cognitive Styles on the Assessment of Text Summarization

2011 ◽  
Vol 41 (6) ◽  
pp. 1038-1051 ◽  
Author(s):  
Hien Nguyen ◽  
E. Santos ◽  
J. Russell
Keyword(s):  
Cognitive Styles ◽  
Text Summarization ◽  
The Impact

The impact of personality and cognitive style of managers on their work types

2019 ◽  
Vol 38 (1) ◽  
pp. 58-71 ◽  
Author(s):  
Surajit Saha ◽  
R.R.K. Sharma
Keyword(s):  
Negative Impact ◽  
Cognitive Styles ◽  
Identity Work ◽  
Personality Factors ◽  
Organizational Studies ◽  
Institutional Work ◽  
Diverse Range ◽  
Content Type ◽  
Different Types ◽  
The Impact

PurposeThe purpose of this paper is to explore the relationships between the personality and cognitive styles of managers and different types of work.Design/methodology/approachThe personality types and cognitive styles of managers were measured, respectively, with the help of the Big Five personality factors and Jung’s cognitive types. Different types of works in an organization were categorized in three ways: identity, institutional and integrative work. A survey questionnaire method was used to collect data from a sample of 107 managers from a diverse range of industries, and these data were used to test the hypotheses.FindingsThe study found that intuitive feeling and intuitive thinking types of cognitive styles are suitable for identity and integrative kinds of work, respectively. Openness to experience and conscientiousness positively correlate with identity work. For institutional work, conscientious personality trait is most important for managers; agreeableness has a negative impact on identity work and institutional work.Practical implicationsThis study will assist recruitment and staffing professionals, when recruiting managers for an organization, and the paper should be interesting for readers in industry (professionals in HR, managerial career development and managerial competence audit and counseling) and academia (research scholars).Originality/valueAnalysis of theses relationship types is unavailable in the literature of leadership and organizational studies. It can help organizations utilize their human resources efficiently.

The Effects of Cognitive Misfit on Students' Accounting Task Performance

2012 ◽  
Vol 27 (4) ◽  
pp. 979-998 ◽  
Author(s):  
Darla D. Honn ◽  
Joseph C. Ugrin
Keyword(s):  
Learning Styles ◽  
Cognitive Style ◽  
Student Performance ◽  
Task Performance ◽  
Cognitive Styles ◽  
Accounting Students ◽  
Managerial Accounting ◽  
Instructional Methodologies ◽  
Index Of Learning Styles ◽  
The Impact

ABSTRACT Accounting educators have long been interested in the effects of cognitive style on student performance. Research suggests that students' cognitive styles can moderate their success across a variety of assessment methods (i.e., multiple-choice versus written reports versus case study) (Au 1997) and instructional methodologies (Ott et al. 1990). Not clear, however, is the impact of cognitive style on a student's accounting task performance. Several studies have examined the relationship between accounting students' cognitive styles and their performance on accounting tasks, but the results have been mixed (Jones and Davidson 2007; Togo 1993; Arunachalam et al. 1997; Swanson et al. 2005). Using Chan's (1996) theory of cognitive misfit, this study proposes that diminished performance will occur when there is incongruence between a student's cognitive style and the cognitive demands of an accounting task. The Felder-Solomon Index of Learning Styles was used to classify students' cognitive styles as global or sequential. In an experiment involving 138 students, the effects of cognitive misfit negatively impacted performance on a managerial accounting task, and the effect was most pronounced for students with global styles. The current study improves our understanding of cognitive factors that impact students' accounting task performance.

The Impact of Individual Differences on Social Communication Pattern in Online Learning

2010 ◽  
pp. 1587-1609
Author(s):  
Robert Z. Zheng ◽  
Jill A. Flygare ◽  
Laura B. Dahl ◽  
Richard R. Hoffman
Keyword(s):  
College Students ◽  
Online Learning ◽  
Individual Differences ◽  
Social Communication ◽  
Online Community ◽  
Critical Role ◽  
Cognitive Styles ◽  
Online Communication ◽  
And Behavior ◽  
The Impact

This chapter describes the college students’ online social communication patterns and behavior with a focus on the impact of individual differences on learners’ online communication. The study consisted of 27 college students who engaged in an online discussion over a period of fourteen weeks as part of requirements in an undergraduate educational technology course. The findings indicated that cognitive styles such as field dependence and field independence played a critical role in forming learners’ online social communication. Based on social compensation theory and Witkin et al.’s theory of individual differences, the authors claimed that effective individual communication in an online community can be fostered through creating learning support, taking into considerations factors like cognitive styles, complementary personality, interest and motivation in the process of design. Suggestions for future online learning are made with an emphasis on creating an effective online community for learning.

The Impact of Individual Differences on Social Communication Pattern in Online Learning

2010 ◽  
pp. 321-342 ◽  
Author(s):  
Robert Z. Zheng ◽  
Jill A. Flygare ◽  
Laura B. Dahl ◽  
Richard R. Hoffman
Keyword(s):  
College Students ◽  
Online Learning ◽  
Individual Differences ◽  
Social Communication ◽  
Online Community ◽  
Critical Role ◽  
Cognitive Styles ◽  
Online Communication ◽  
And Behavior ◽  
The Impact

This chapter describes the college students’ online social communication patterns and behavior with a focus on the impact of individual differences on learners’ online communication. The study consisted of 27 college students who engaged in an online discussion over a period of fourteen weeks as part of requirements in an undergraduate educational technology course. The findings indicated that cognitive styles such as field dependence and field independence played a critical role in forming learners’ online social communication. Based on social compensation theory and Witkin et al.’s theory of individual differences, the authors claimed that effective individual communication in an online community can be fostered through creating learning support, taking into considerations factors like cognitive styles, complementary personality, interest and motivation in the process of design. Suggestions for future online learning are made with an emphasis on creating an effective online community for learning.

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