Successful Careers and Cognitive Style: A Follow-up Study of Childhood Family Discontinuity

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1071-1074
Author(s):  
Virginia Z. Gordon
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Career Path ◽  
Cognitive Styles ◽  
Original Research ◽  
Original Sample ◽  
Follow Up Study ◽  
Successful Career ◽  
Problem Solving Style

It was predicted that those participants who experienced discontinuity (death, divorce, and separations) from their parent(s) in childhood and who had successful careers in adulthood would manifest more innovative than adaptive cognitive styles on the Kirton Adaption-Innovation Inventory. The original research showed 61% of the sample members ( n = 41) experienced family discontinuity. Ninety percent ( n = 37) of the previous participants responded and showed 59% family discontinuity. Fifty-four percent in the follow-up study chose an alternative career path (counterstriving), the same percentage as in the original sample. When both family discontinuity and counterstriving were present, statistically significant innovation scores occurred. Family discontinuity in childhood and a successful career in adulthood are likely to be associated with high striving-motivation and an innovative (paradigm-breaking) problem-solving style.

scholarly journals PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

scholarly journals Collaborating With Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Samuel Lapp ◽  
Kathryn Jablokow ◽  
Christopher McComb
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Abstract Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members’ abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents’ cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

scholarly journals PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

Akademika ◽  
2018 ◽  
Vol 7 (01) ◽  
pp. 43-71
Author(s):  
Nurhayati Na ◽  
Khasanah Na
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Field Dependence ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Cognitive Styles ◽  
Field Independence ◽  
Learning Problem ◽  
Expository Teaching

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00< α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung >Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )

scholarly journals Describing student’s mathematical power: Do cognitive styles make any difference?

2021 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Harina Fitriyani ◽  
Fariz Setyawan ◽  
Aan Hendroanto ◽  
Vita Istihapsari
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Cognitive Styles ◽  
Mathematical Representation ◽  
School Students ◽  
Mathematical Competence ◽  
Competence Test

Mathematical competence refers to the skills of students in reasoning, connection, communication, representation, and problem-solving. Various researchers have massively discussed on how to foster mathematical competence. However, it is just a few of them comprehensively explain from the cognitive styles perspective. This research aims to measure the junior high school students’ mathematical competence based on their cognitive style.This research used a descriptive qualitative approach. There were 35 students took part in the mapping of cognitive styles using the Matching Familiar Figure Test and were then selected representative from the reflective and the impulsive cognitive style to have a further assessment of the mathematical competence using the mathematical competence test. The data analysis used the model of Milles and Huberman. The results showed that there was a difference mathematical competence between the subject having impulsive cognitive style and the one having reflective cognitive style. The percentage of mathematical competence of reflective subject was 69% while the impulsive subject was 56.89%. From all aspects of mathematical competence, the reflective subject tends better ability; for instance, the reflective subject has better ability than the impulsive subject on mathematical connection, mathematical reasoning, mathematical representation, and problem-solving.

scholarly journals ALGEBRA PROBLEM SOLVING ABILITY BASED ON SOLO TAXONOMY ASSESSED FROM COGNITIVE STYLE

2021 ◽  
Vol 12 (2) ◽  
pp. 148
Author(s):  
Arie Purwa Kusuma ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
S Mariani
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Research Subjects ◽  
Solo Taxonomy ◽  
Abstract Level ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Student Problem

Algebra is a branch of mathematics that uses mathematical statements to describe the relationship between various things. This study aims to describe the algebra problem solving abilities of students in the Linear Program course. There are differences in student problem solving, which are caused by students' cognitive styles. Reflective and impulsive cognitive styles based on the SOLO taxonomy. This research method is descriptive qualitative. The research was conducted at STKIP Kusuma Negara Jakarta. The research subjects consisted of 4 students, 2 students having a reflective cognitive style and 2 students having an impulsive style. Purposive sampling technique was used in taking the subjects.Data collection techniques used cognitive style test questions Matching Familiar Figures Test (MFFT), algebra problem solving test questions and interview guidelines. Data collection techniques used two techniques, namely written tests and interviews. Technical analysis of data by reducing data, presenting data, and drawing conclusions. From the data processing, the results of the research were 2 students whose have flexible cognitive style also have good algebra problem solving abilities and based on SOLO taxonomy reached the Extended abstract level. Meanwhile, students who have an impulsive cognitive style in solving algebra problems based more on the SOLO taxonomy have Multistructural and Unistructural levels. So each cognitive style of students gives the different results in solving problems.

Reading Proficiency of Elderly Visually Impaired Persons after Rehabilitation

1996 ◽  
Vol 90 (4) ◽  
pp. 341-351 ◽  
Author(s):  
M. Myrberg ◽  
Ö. Bäckman ◽  
G. Lennerstrand
Keyword(s):  
Visually Impaired ◽  
Reading Proficiency ◽  
Optical Devices ◽  
Original Sample ◽  
Follow Up Study ◽  
Number Of Patients ◽  
Visually Impaired Persons ◽  
Reading Aids ◽  
Substantial Drop

This article reports on the results of a study of the reading proficiency of 3,200 visually impaired persons in Sweden (86 percent of whom were elderly) following training in the use of optical devices and a follow-up study of 5 percent of the sample three years later. After training, 95 percent of the original sample used optical aids as their preferred reading medium, 71 percent could read newsprint, and 50 percent read fluently. Three years later, there was a substantial drop in the number of patients using reading aids, although those who used them had become more proficient readers.

scholarly journals Collaborating with Style: Using an Agent-Based Model to Simulate Cognitive Style Diversity in Problem Solving Teams

2019 ◽  
Author(s):  
Christopher McComb ◽  
Kathryn Jablokow ◽  
Samuel Lapp
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Collaborative Problem Solving ◽  
Design Problems ◽  
Team Members ◽  
Agent Based ◽  
Collaborative Problem ◽  
Problem Solving Teams ◽  
Problem Solving Behavior

Collaborative problem solving can be successful or counterproductive. The performance of collaborative teams depends not only on team members' abilities, but also on their cognitive styles. Cognitive style measures differences in problem-solving behavior: how people generate solutions, manage structure, and interact. While teamwork and problem solving have been studied separately, their interactions are less understood. This paper introduces the KAI Agent-Based Organizational Optimization Model (KABOOM), the first model to simulate cognitive style in collaborative problem solving. KABOOM simulates the performance of teams of agents with heterogeneous cognitive styles on two contextualized design problems. Results demonstrate that, depending on the problem, certain cognitive styles may be more effective than others. Also, intentionally aligning agents' cognitive styles with their roles can improve team performance. These experiments demonstrate that KABOOM is a useful tool for studying the effects of cognitive style on collaborative problem solving.

scholarly journals KABOOM: An Agent-Based Model for Simulating Cognitive Sale in Team Problem Solving

2019 ◽  
Author(s):  
Christopher McComb ◽  
Kathryn Jablokow ◽  
Samuel Lapp
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Computational Models ◽  
Cognitive Styles ◽  
Small Scale ◽  
Design Team ◽  
Agent Based Model ◽  
Behavioral Experiments ◽  
Agent Based ◽  
Team Organization

The performance of a design team is influenced by each team member's unique cognitive style - i.e., their preferred manner of managing structure as they solve problems, make decisions, and seek to bring about change. Cognitive style plays an important role in how teams of engineers design and collaborate, but the interactions of cognitive style with team organization and processes have not been well studied. The limitations of small-scale behavioral experiments have led researchers to develop computational models for simulating teamwork; however, none have modeled the effects of individuals' cognitive styles. This paper presents KABOOM (KAI Agent-Based Organizational Optimization Model), the first agent-based model of teamwork to incorporate cognitive style. In KABOOM, heterogeneous agents imitate the diverse problem-solving styles described by Kirton's Adaption-Innovation construct, which places each individual somewhere along the spectrum of cognitive style preference. Using the model, we investigate the interacting effects of a team's communication patterns, specialization, and cognitive style composition on design performance. By simulating cognitive style in the context of team problem solving, KABOOM lays the groundwork for the development of team simulations that reflect humans' diverse problem-solving styles.

scholarly journals Designing Like a Human: Simulating Cognitive Style in Teamwork with an Agent-Based Model

2019 ◽  
Author(s):  
Samuel Lapp
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Performance Testing ◽  
Collaborative Problem Solving ◽  
Agent Based Model ◽  
Improve Performance ◽  
Agent Based ◽  
Race Car ◽  
Collaborative Problem

This thesis describes the development of an agent-based model for simulating cognitive style in the context of collaborative problem solving. Cognitive style describes the diverse ways in which people solve problems. Individuals’ cognitive styles can impact the success or failure of a design team. However, the effects of cognitive style in collaborative problem solving are not well understood. To address this gap, this thesis presents KABOOM (KAI Agent-Based Organizational Optimization Model), the first agent-based model of teamwork to incorporate cognitive style. In this thesis, experiments using KABOOM investigate the interacting effects of a design team’s communication patterns, specialization, and cognitive style composition on a team’s performance. Testing the model with a race car design problem reveals that teams can strategically leverage diversity of cognitive style to improve performance. By simulating cognitive style and team problem solving, KABOOM lays the groundwork for the development of team simulations that reflect humans’ diverse problem-solving styles.

Sign in / Sign up

Export Citation Format

Share Document