Wyniki wyszukiwania - Biblioteka Nauki

1

IMPACT OF STUDENTS' COGNITIVE STYLE CHARACTERISTICS ON THE PERCEPTION OF BARRIERS IN ONLINE EDUCATION

100%

Sarmany-Schuller I. , Simuth J.

Studia Psychologica

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2006

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tom 48

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nr 3

265-272

EN

Problems of the barriers perception in on-line education were studied through motivation level and cognitive style in a sample of the undergraduates in Slovakia. We administered the motivation scale PMT (Pardel et al., 1984), two dimensions of cognitive styles: a Slovak version of category width (C-W, Pettigrew, 1958), cognitive style index CSI (Allinson, Hayes, 1996) and an original scale for the online learning barriers (OLB) in 5 categories: technology, communication with teachers, communication with classmates, learning activities, study materials. The results pointed out the main problems concerning the cognitive style category width (C-W), broad categorization perceives little variability of learning activities, lack of communication with classmates as well as limited possibilities to compare knowledge and skills with classmates as the obstacles. No significant impact of the analytical-intuitive cognitive style on barriers perception was noted.

2

TRAITS AND STRUCTURE OF TEMPERAMENT IN THE FIELD DEPENDENT VS INDEPENDENT SUBJECTS

100%

Bednarek H. , Wytykowska A. M. , Orzechowski J.

Psychologia-Etologia-Genetyka

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2005

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tom 12

87-106

EN

The purpose of this study was to examine the relations between cognitive styles (field dependence-independence) and temperamental structures. Correlation analyses indicated that activity and endurance are related to field-independence. Inter-correlation analyses, which were carried out separately for the field-dependent and field-independent groups, show that activity is not related to other temperamental traits in the field-independent group of subjects. Furthermore, It was examined the differentiation of temperamental structures within the groups of field-dependent and field independent subjects. It was revealed that only field-dependency is clearly related to the structure of temperament indicating low capability to process stimulation. The results are discussed in terms of the role of cognitive styles in regulation stimulation process and the interplay between temperamental traits and cognitive styles in development of the structure of temperament.

3

POLITENESS FACTORS IN REQUESTS FORMULATED IN THE “CATEGORY WIDTH” COGNITIVE STYLE

88%

Stranovská E. , Fráterová Z. , Munková D. , Műglová D.

Studia Psychologica

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2012

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tom 54

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nr 2

111 – 124

EN

The paper focuses on analysing speech acts in the process of formulating requests in the ‘category width’ cognitive style in a foreign language and mother tongue. We particularly focus on identifying the relation between politeness factors used by broad, medium broad and narrow categorizers in using speech acts of request in a foreign language and mother tongue. Politeness factors are divided into social factors: attention getters, the listener’s (direct formulation of requests) and speaker’s perspective (indirect formulation of requests) and expressive factors: pre-sequences, post-sequences, mitigating devices and minimizers. Our research was carried out on a sample of university students of English, German and Spanish. It is remarkable that narrow categorizers use politeness factors on a larger scale in foreign language than in their mother tongue and broad categorizers use politeness factors more extensively in their mother tongue. Additional research results are discussed in the present paper.

4

DIMENSION OF THE COGNITIVE STYLE “ANALYTICAL-INTUITIVE” AND THE SUCCESSFUL PROBLEM SOLVING IN THE “IGT” EXPERIMENTAL SITUATION

88%

Sarmány-Schuller I. , Kuračka P.

Studia Psychologica

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2012

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tom 54

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nr 2

95 – 109

EN

The paper focuses on the relation between the dimension of the cognitive style “analytical-intuitive”, assessed with the Cognitive Style Index (CSI) instrument, and decision-making in the Iowa Gambling Task (IGT). Our study is built on the hypothesis of somatic markers and on the study of the role of emotions in the process of decision-making in the experimental game (Iowa Gambling Task). Our research studied the relationship of cognitive style and performance (and the dynamics of change) in the experimental task on a sample of 108 participants. They were administered the electronic form of IGT and the CSI questionnaire measuring the preference for cognitive style “analytical versus intuitive”. No significant difference was found in the total IGT score between intuitive and analytical participants. However, a significant difference in the character of choice selection of both groups was found. The intuitive participants chose more “safer” decks that bring less variability in potential losses. In conclusions, we have questioned the concept of “beneficial” and “unfavourable” decks. In the test version used in our research, we replaced these names with the concept of “safe” and “risky” decks. The reason is that the choice of the so-called “beneficial” decks is not the best strategy in terms of total wins. Research results suggest the effect of intuition on decision-making in terms of avoiding risky choices.

5

NEED FOR CLOSURE, ABILITY TO ACHIEVE CLOSURE AND MONITORING-BLUNTING COGNITIVE COPING STYLE

88%

Sollár T. , Vanečková J.

Studia Psychologica

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2012

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tom 54

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nr 2

137 – 142

EN

The authors examined the assumption that individual differences in Need For (cognitive) Closure (NFC) and the Ability to Achieve (cognitive) Closure (AAC) are related to information-processing style in threatening situations. Analysis showed that NFC was related to monitoring style and high level in NFCS subscale Discomfort with ambiguity was associated with information-seeking behaviour. AAC was associated neither with informational behaviour nor with cognitive coping style. The monitoring/blunting concept seems to be promising especially in the context of research of real-life threatening situations.

6

DO BIRDS OF A FEATHER COMMUNICATE BETTER? THE COGNITIVE STYLE CONGRUENCE BETWEEN MANAGERS AND THEIR EMPLOYEES AND COMMUNICATION SATISFACTION

75%

Erdil G. E. , Tanova C.

Studia Psychologica

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2015

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tom 57

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nr 3

177 – 193

EN

The paper investigates whether cognitive style congruence of managers and employees on the analytic-intuitive dimension influence employee communication satisfaction. The cognitive style and employee communication satisfaction was measured in 136 manager/employee dyads. Polynomial regression and surface analysis were used to analyse communication satisfaction under four conditions. First, an analytic congruence condition where both manager and employee are analytical, second, an intuitive congruence condition where both are intuitive, third, an incongruence condition where an intuitive manager manages an analytic employee, and fourth, another incongruence condition where an analytic manager manages an intuitive employee. Results supported the similarity effect hypothesis indicating that congruence increases employee communication satisfaction in general. Furthermore, the surface analysis also allowed us to see that the communication satisfaction is higher in the intuitive congruence condition. The study did not support the hypothesis that in incongruent dyads intuitive managers are preferred.

7

EXPLORING THE MODERATING EFFECT OF THE FIELD DEPENDENCE-INDEPENDENCE ON RELATIONSHIP BETWEEN PUPIL’S SCHOOL SATISFACTION AND SOCIAL CLASSROOM ATMOSPHERE

63%

Papšová M. , Valihorová M. , Nábělková E.

Studia Psychologica

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2012

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tom 54

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nr 2

125 – 136

EN

The research was aimed at exploring the relationships between pupil’s school satisfaction and social classroom atmosphere, and also between school satisfaction and cognitive style field dependence-independence. The main intention of the presented study was to detect possible moderating influence of the field independence level on the relationship between school satisfaction and social classroom atmosphere. The perceived social atmosphere was assessed by the Social Classroom Atmosphere Scale (Kollárik, 1999). The field independence was assessed by the Embedded Figures Test (Oltman, Raskin, Witkin, 1962). Pupil’s school satisfaction was assessed by a school satisfaction subscale from the Life Satisfaction Scale for Children (Huebner, 1994) and emotional relation towards school was assessed by the Semantic Choice Test (Smékal, 1990). The research sample consisted of 208 pupils of older school age attending the 6th and 7th school grade (i.e., 11-12 year olds). The findings indicate that the field dependence-independence is not the moderator variable influencing relationship between social classroom atmosphere and pupil’s school satisfaction. Pupil’s school satisfaction significantly correlates with social classroom atmosphere. A significant relationship between field independence level and pupil’s school satisfaction was not proven.