Title: Cognitive styles. About nature individual mind
St. Petersburg: Peter, 2004.- 384 p.
PDF 1.82 MB
Quality: excellent
Russian language
ISBN 5-469-00128-8
Series: Masters of Psychology
IN textbook, prepared on the basis of many years of reading a special course, presents one of the most important sections modern psychology- psychology of cognitive (cognitive) styles characterizing individual differences between people in ways of understanding the world around them. Describes the history of the study of cognitive styles and current state stylistic approach. The phenomenon of “splitting” of the poles of cognitive styles is described for the first time, on the basis of which it is proposed new interpretation cognitive styles as metacognitive abilities. Their role in the regulation of intellectual activity is determined. The issue of taking into account students' cognitive styles in the learning process is discussed. For students and teachers psychological faculties, specialists in the field of general and differential psychology, school psychologists and teachers.
Table of contents
Preface to the 2nd edition 5
Introduction 8
Chapter 1. Origins of the style approach: alternative view on nature
individual differences in intellectual activity
15
1.1. The main stages in the development of the concept of “style” in psychology 15
1.2. Theoretical sources of the stylistic approach in the study of intellectual activity 23
1.3. Features cognitive styles 38
Chapter 2. Psychological characteristics main cognitive styles 45
2.1. Field dependence/field independence 46
2.2. Narrow/wide equivalence range 60
2.3. Narrowness/breadth of category 65
2.4. Rigid/flexible cognitive control 68
2.5. Tolerance for unrealistic experience 71
2.6. Focusing/scanning control 74
2.7. Smoothing/Sharpening 78
2.8. Impulsivity/reflexivity 79
2.9. Concrete/abstract conceptualization 83
2.10. Cognitive simplicity/complexity 87
2.11. Expanding the list of cognitive styles in modern research 93
Chapter 3. The problem of the relationship of cognitive styles
99
3.1. Contradictions between “multiple” and “unitary” positions in the study of cognitive styles 99
3.2. Empirical research connections between cognitive styles... 114
Chapter 4. Correlation between stylistic and productive aspects of intellectual activity
128
4.1. Traditional criteria for distinguishing styles and abilities 128
4.2. Empirical study of the connections between style and productive characteristics of intellectual activity 153
Chapter 5. The phenomenon of “splitting” of the poles of cognitive styles
161
5.1. Cognitive style as a quadripolar dimension 161
5.2. Empirical study of the phenomenon of “splitting” of the poles of cognitive styles 192
Chapter 6. Cognitive styles: preferences or “other” abilities?
224
6.1. Cognitive styles as metacognitive abilities 224
6.2. The unity of the phenomenology of cognitive styles and intelligence 245
Chapter 7. Cognitive styles in the structure of personality
255
7.1. Biological and social determinants of cognitive styles 255
7.2. Cognitive styles and personality traits 265
7.3. Empirical study of the connections between cognitive styles and cognitive orientation
personalities 280
7.4. Explanation of reasons individual behavior in the context of the style approach 286
Chapter 8. Types of cognitive styles
294
8.1. Levels of style behavior 294
8.2. Personal cognitive style as a result of integration different levels stylistic
behavior 319
Chapter 9. Cognitive styles in educational activities
325
9.1. Definition of the concept of “s gil teaching” 325
9.2. The problem of combining teaching style and teaching method 340
Conclusion 359
Name index 363
Subject index 364
References 367
The book “Cognitive Styles” presents one of the most important sections of cognitive psychology, the psychology of cognitive (broader cognitive) styles, which characterize individual differences in the ways of knowing the world around us. The history and current state of the stylistic approach is described, taking into account its innovations and contradictions. A new interpretation of cognitive styles is proposed as metacognitive abilities that take part in the regulation of intellectual activity and individual social behavior. Cognitive styles are considered as part of the personal cognitive style, along with styles of information encoding, styles of posing and solving problems, and epistemological styles. The issue of taking into account students' cognitive styles in the learning process is discussed. The book is intended for students and teachers of psychological faculties, specialists in general and differential psychology, school psychologists and teachers.
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Name:
Cognitive styles - On the nature of the individual mind.
Psychology is one of the youngest sciences. It is not surprising that its formation is accompanied by numerous conceptual cataclysms: seemingly previously unshakable postulates collapse; many new theories are born, some of which disappear as suddenly as they appear; conceptual apparatus changes in front of the amazed scientific public, while the introduced “new” concepts (schema, mental representation, tacit knowledge, coping, emotional intelligence, wisdom, etc.) are stunning in their metaphorical ambiguity; conventional intelligence tests and personality questionnaires are being replaced by numerous and varied techniques, while psychological knowledge operationalized to such an extent that without knowledge of the procedures it is no longer possible to understand those described in scientific article data; previously unimaginable claims appear for the so-called psychologically based “correction” of personality, psychoanalytic interpretation of individual fate, control public life based psychological testing and so on.
Table of contents:
Preface to the 2nd edition
Introduction
Chapter 1. Origins of the style approach: an alternative view of the nature of individual differences in intellectual activity
1.1. The main stages in the development of the concept of “style” in psychology
1.2. Theoretical sources of the stylistic approach in the study of intellectual activity
1.3. Distinctive features of cognitive styles
Chapter 2. Psychological characteristics of the main cognitive styles
2.1. Field dependence/field independence
2.2. Narrow/wide equivalence range
2.3. Narrowness/breadth of category
2.4. Rigid/flexible cognitive control
2.5. Tolerance for unrealistic experiences
2.6. Focusing/scanning control
2.7. Smoothing/Sharpening
2.8. Impulsivity/reflexivity
2.9. Concrete/abstract conceptualization
2.10. Cognitive simplicity/complexity
2.11. Expanding the list of cognitive styles in modern research
Chapter 3. The problem of the relationship of cognitive styles
3.1. Contradictions between “multiple” and “unitary” positions in the study of cognitive styles
3.2. Empirical study of the connections between cognitive styles
Chapter 4. Correlation between stylistic and productive aspects of intellectual activity
4.1. Traditional criteria for distinguishing styles and abilities
4.2. Empirical study of the connections between style and productive characteristics of intellectual activity
Chapter 5. The phenomenon of “splitting” of the poles of cognitive styles
5.1. Cognitive style as a quadripolar dimension
5.2. Empirical study of the phenomenon of “splitting” of the poles of cognitive styles
Chapter 6. Cognitive styles: preferences or “other” abilities?
6.1. Cognitive styles as metacognitive abilities
6.2. Unity of phenomenology of cognitive styles and intelligence
Chapter 7. Cognitive styles in the structure of personality
7.1. Biological and social determinants of cognitive styles
7.2. Cognitive styles and personality traits
7.3. Empirical study of the connections between cognitive styles and cognitive orientation of the individual
7.4. Explanation of the reasons for individual behavior in the context of the style approach
Chapter 8. Types of cognitive styles
8.1. Levels of style behavior
8.2. Personal cognitive style as a result of integration of different levels of stylistic behavior319
Chapter 9. Cognitive styles in educational activities
9.1. Definition of “learning style”
9.2. The problem of combining teaching style and teaching method
Conclusion
Name index
Subject index
Bibliography
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2nd ed., revised. and additional, St. Petersburg: Peter, 2004. – 384 p.
Preface to the 2nd edition ........................................................................................5
Introduction ..................................................... ........................................................ ...............................8
Chapter 1.The origins of the style approach: an alternative view of nature
individual differences in..... 15
1.1.The main stages in the development of the concept of “style”
in psychology .................................................... ............................................. 15
1.2.Theoretical sources of the style approach to the study
intellectual activity....................................................... 23
1.3.Distinctive features of cognitive styles ......................... 38
Chapter 2.Psychological characteristics of basic cognitive
styles........................................................ ........................................................ ............... 45
2.1.Field dependence/field independence ........................................... 46
2.2.Narrow/wide equivalence range................................ 60
2.3.Narrowness/breadth of category.................................................................... 65
2.4.Rigid/flexible cognitive control ............................. 68
2.5.Tolerance for unrealistic experiences................................. 71
2.6.Focusing/scanning control ..................................... 74
2.7.Smoothing/sharpening................................................................... ...................... 78
2.8.Impulsivity/reflexivity................................................... 79
2.9.Concrete/abstract conceptualization ............................... 83
2.10.Cognitive simplicity/complexity ................................................... 87
2.11.Expanding the list of cognitive styles in modern
research ..................................................... ........................................... 93
Chapter 3.The problem of the relationship between cognitive styles ....................................... 99
3.1.Contradictions between the “multiple” and “unitary” positions
in the study of cognitive styles ....................................................... 99
3.2. ... 114
Chapter 4.The relationship between stylistic and productive aspects
intellectual activity .............................................................. 128
4.1.Traditional criteria for distinguishing styles
and abilities ..................................... ..................................... 128
4.2.Empirical study of stylistic connections
and productive characteristics of intellectual activity ........................................................................................... 153
4_________________________________________Table of contents
Chapter 5. The phenomenon of “splitting” of the poles of cognitive styles ............. 161
5.1. Cognitive style as a quadripolar dimension.............. 161
5.2. Empirical study of the phenomenon of “splitting”
poles of cognitive styles .......................................................... 192
Chapter 6. Cognitive styles: preferences or “others”
capabilities? .................................................................................................... 224
6.1. Cognitive styles as metacognitive abilities ....... 224
6.2. Unity of the phenomenology of cognitive styles
and intelligence ............................................................................................ 245
Chapter 7. Cognitive styles in the structure of personality........................ 255
7.1. Biological and social determinants of cognitive
styles........................................................ ........................................................ ...... 255
7.2. Cognitive styles and personality traits.................................... 265
7.3. Empirical study of the connections between cognitive styles
with a cognitive orientation of personality ........................... 280
7.4. Explaining the reasons for individual behavior
in the context of the stylistic approach................................................... .......... 286
Chapter 8. Types of cognitive styles ................................................................... 294
8.1. Levels of stylistic behavior................................................................... ............. 294
8.2. Personal cognitive style as a result
integration of different levels of stylistic behavior................... 319
Chapter 9. Cognitive styles in educational activities ............................... 325
9.1. Definition of “learning style” ......................................... 325
9.2. The problem of combining teaching style and teaching method ...... 340
Conclusion ......................................................................................................................... 359
Nominalpointer................................................. ........................................................ ....... 363
Subject index ..................................................................................................364
Bibliography ......................................................................................................... 367
M. A. Kholodnaya
Cognitive styles. On the nature of the individual mind
Tutorial
Some people think that style is a fantasy. In reality, style is the truth. Even if my truth is to listen to dinosaurs scream...
Ray Bradbury
© M. A. Kholodnaya, 2002
Introduction
This book is devoted to one of the most pressing problems in modern psychology - the problem of the nature of cognitive styles, which are commonly understood as inherent in man individually unique ways of processing information about one’s environment. In fact, the style approach is the first attempt in the history of psychology to analyze the features of the structure and functioning of the individual mind. Every person about whom we can say that he is smart is smart in his own way - this statement is indisputable, because it is obvious (it is enough to take a careful look at the people around us). But what do we know about the mental mechanisms of individual mentality? Unfortunately, there is still too little such knowledge. That is why the problem of cognitive styles - its history, ideology, phenomenology, the nature of the evolution of basic theoretical concepts, etc. - represents special interest for modern psychology.
Despite enough long history stylistic approach, the psychology of cognitive styles remains a poorly developed area of research, still rather in its infancy. And just as a growing child each time surprises his parents with unexpectedly emerging new character traits or abilities, so the psychology of cognitive styles, as it develops, amazes researchers with the unfolding new angles of analysis psychological foundations human cognition (as well as the most acute contradictions - they will also be discussed in this book).
IN psychological science studying cognitive activity traditionally associated with the study of work characteristics human intelligence- the only one mental mechanism, which is responsible for processing information about the surrounding reality and its reproduction in the individual consciousness in the form of cognitive images of varying degrees of completeness and complexity.
Over the past hundred years psychological theories intelligence were developed within the framework general psychology. Accordingly, they were focused on identifying and formulating general patterns of cognitive mental activity. It is these patterns that were the subject of further psychological analysis. As for individual differences in intellectual activity (individual specificity of information processing techniques, unique ways of solving problems inherent in to a specific person, etc.), they for a long time were ignored, because they were considered as a kind of artifacts, annoying deviations from the “natural” course of cognitive reflection and intellectual development generally.
For example, in J. Piaget’s theory of intelligence, which describes the stages of intellectual development in preschool and school age, individual differences in intellectual performance were not taken into account due to the fact that there was no conceptual need for this. Moreover, from the point of view of the general laws of the formation of intelligence, individual differences between children of the same age should not occur at all, since at the same stage of intellectual development different children should demonstrate the same abilities. In fact, children of the same age, at a certain stage of development, showed their intellectual capabilities differently in relation to the decision different tasks. Individual differences between children looked no less strange within the framework of Piaget’s theory. of different ages: some older children did not show the “theoretically expected” abilities, while children more younger age sometimes they discovered abilities that they should not have yet developed.
The individual dynamics of intellectual development is the phenomenology that turned out to be beyond the boundaries of the objectively existing sequence of stages in the formation of intelligence described by Piaget.
Similarly, in G. Eysenck’s theory of intelligence, the main position was that the speed of information processing is a condition for the success of intellectual activity in a problem-solving situation. This general pattern really confirmed at the level correlation analysis indicators of “mental speed” and performance in intelligence tests. However, analysis of the results of individual subjects shows that more time is spent on correct answers - compared to incorrect ones (Hunt, 1980). A number of studies have demonstrated that subjects prone to a slow pace of search for a solution (representatives of the reflective cognitive style) - in contrast to subjects prone to making quick decisions (representatives of the impulsive cognitive style) - are characterized by greater intellectual productivity, including in decision conditions test problems(Cold, 1992).
