COGNITIVE ABILITIES, ANALYTIC COGNITIVE STYLE AND OVERCONFIDENCE: A COMMENTARY ON DUTTLE (2016)

2017 ◽  
Vol 70 (1) ◽  
pp. E119-E125 ◽  
Author(s):  
Michał Białek ◽  
Artur Domurat
Keyword(s):  
Cognitive Style ◽  
Cognitive Abilities ◽  
Analytic Cognitive Style

The Negative Intelligence–Religiosity Relation: New and Confirming Evidence

2019 ◽  
Vol 46 (6) ◽  
pp. 856-868 ◽  
Author(s):  
Miron Zuckerman ◽  
Chen Li ◽  
Shengxin Lin ◽  
Judith A. Hall
Keyword(s):  
Cognitive Ability ◽  
Cognitive Style ◽  
Religious Beliefs ◽  
Meta Analysis ◽  
Theoretical Work ◽  
Data Set ◽  
Analytic Cognitive Style

Zuckerman et al. (2013) conducted a meta-analysis of 63 studies that showed a negative intelligence–religiosity relation (IRR). As more studies have become available and because some of Zuckerman et al.’s (2013) conclusions have been challenged, we conducted a new meta-analysis with an updated data set of 83 studies. Confirming previous conclusions, the new analysis showed that the correlation between intelligence and religious beliefs in college and noncollege samples ranged from −.20 to −.23. There was no support for mediation of the IRR by education but there was support for partial mediation by analytic cognitive style. Thus, one possible interpretation for the IRR is that intelligent people are more likely to use analytic style (i.e., approach problems more rationally). An alternative (and less interesting) reason for the mediation is that tests of both intelligence and analytic style assess cognitive ability. Additional empirical and theoretical work is needed to resolve this issue.

Analytic cognitive style in cluster headache

2011 ◽  
Vol 32 (5) ◽  
pp. 875-881 ◽  
Author(s):  
Marzia Buonfiglio ◽  
Francesco Di Sabato
Keyword(s):  
Cluster Headache ◽  
Cognitive Style ◽  
Analytic Cognitive Style

scholarly journals Corrigendum: The Effect of Analytic Cognitive Style on Credulity

2021 ◽  
Vol 12 ◽  
Author(s):  
Eva Ballová Mikušková ◽  
Vladimíra Čavojová
Keyword(s):  
Cognitive Style ◽  
Analytic Cognitive Style

scholarly journals Can the activation of analytic cognitive style determine endorsement of secular belief?

2019 ◽  
Vol 13 ◽  
Author(s):  
Joevarian Hudiyana ◽  
Idhamsyah E. Putra ◽  
Amarina A. Ariyanto ◽  
Gagan H.T. Brama ◽  
Hamdi Muluk
Keyword(s):  
Cognitive Style ◽  
Treatment Condition ◽  
Analytical Thinking ◽  
Analytic Cognitive Style

Abstract The present study examined the effect of analytical thought priming on individual secular beliefs. In Study 1 (N = 64), we employed analytical thinking priming and examined whether such priming can influence the participants’ endorsement of secular belief. In Study 2 (N = 85), we employed another form of treatment condition to enhance analytical thinking and explored what components of secular beliefs were most affected by such condition. The results of both studies showed that participants primed to think with an analytic style possess higher secular belief, but not for all the domains of secular belief. We focused the discussion on the implications of these findings and the strength of secular belief measure.

The Role of Field Dependent/Independent Styles in Learning and Teaching

2020 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Cognitive Style ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Teaching Style ◽  
Cognitive Styles ◽  
Cognitive Strategies ◽  
Early Childhood Classroom ◽  
Intellectual Style ◽  
Field Dependent ◽  
Intellectual Styles

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

scholarly journals Cognitive styles within an exploratory search system for digital libraries

2014 ◽  
Vol 70 (6) ◽  
pp. 970-996 ◽  
Author(s):  
Paula Goodale ◽  
Paul David Clough ◽  
Samuel Fernando ◽  
Nigel Ford ◽  
Mark Stevenson
Keyword(s):  
Cultural Heritage ◽  
Cognitive Style ◽  
Digital Library ◽  
Digital Libraries ◽  
Cognitive Abilities ◽  
Design Methodology ◽  
Search System ◽  
Content Type ◽  
User Attitudes ◽  
Practical Implications

Purpose – The purpose of this paper is to investigate the effects of cognitive style on navigating a large digital library of cultural heritage information; specifically, the paper focus on the wholist/analytic dimension as experienced in the field of educational informatics. The hypothesis is that wholist and analytic users have characteristically different approaches when they explore, search and interact with digital libraries, which may have implications for system design. Design/methodology/approach – A detailed interactive IR evaluation of a large cultural heritage digital library was undertaken, along with the Riding CSA test. Participants carried out a range of information tasks, and the authors analysed their task performance, interactions and attitudes. Findings – The hypothesis on the differences in performance and behaviour between wholist and analytic users is supported. However, the authors also find that user attitudes towards the system are opposite to expectations and that users give positive feedback for functionality that supports activities in which they are cognitively weaker. Research limitations/implications – There is scope for testing results in a larger scale study, and/or with different systems. In particular, the findings on user attitudes warrant further investigation. Practical implications – Findings on user attitudes suggest that systems which support areas of weakness in users’ cognitive abilities are valued, indicating an opportunity to offer diverse functionality to support different cognitive weaknesses. Originality/value – A model is proposed suggesting a converse relationship between behaviour and attitudes; to support individual users displaying search/navigation behaviour mapped onto the strengths of their cognitive style, but placing greater value on interface features that support aspects in which they are weaker.

Wholist–analytic cognitive styles modulate object-based attentional selection

2020 ◽  
Vol 73 (10) ◽  
pp. 1596-1604
Author(s):  
Saisai Hu ◽  
Meiyu Liu ◽  
Yonghui Wang ◽  
Jingjing Zhao
Keyword(s):  
Cognitive Style ◽  
Cognitive Processes ◽  
Perceptual Grouping ◽  
Cognitive Styles ◽  
Attentional Selection ◽  
Individual Characteristics ◽  
Object Based ◽  
Wide Range ◽  
Analytic Cognitive Style ◽  
Individual Strategies

Previous studies have shown that individual difference plays an important role in the object-based cueing effect observed in experiments on attentional selection. A wide range of studies have also used the theory of cognitive style to explain individual strategies in most cognitive processes. However, the characteristics of individuals that modulate object-based attentional selection are still unclear. To investigate the modulation of object-based attention by cognitive style, this study used a classic two-rectangle paradigm and compared space-based effects and object-based effects for individuals who had been preselected as wholists or analysts in terms of cognitive style. The results revealed that a space-based effect was obtained for both wholist and analytic individuals. However, an object-based effect was obtained only for analysts and not wholists, regardless of object orientation. The results further indicated that a wholist versus analytic cognitive style can modulate object-based attention by way of perceptual grouping. Our study provides the first evidence that object-based attention can indeed be influenced by individual characteristics and extends traditional model of cognitive style by indicating that wholist individuals tend to group two or more objects in a scene into one larger gestalt.

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