Think! Evidence

Browsing Resilience by Subject "Learning"

Browsing Resilience by Subject "Learning"

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  • Cognitive Style and Learning Strategies: Some Implications for Training Design 
    Riding, Richard J.; Sadler-Smith, Eugene (1997)
    In designing learning materials there is often the assumption that all trainees will learn in a similar manner. This approach ignores the important issue of individual differences in cognitive style. Cognitive style may ...
  • Development and Validation of the Cognitive Style Indicator 
    Cools, Eva; Van den Broeck, Herman (2007)
    The authors describe the development and validation of the Cognitive Style Indicator (CoSI) using 3 diverse samples (N = 5,924; N = 1,580; and N = 635). Reliability, item, and factor analyses demonstrated the internal ...
  • Improving fluid intelligence with training on working memory 
    Susanne M. Jaeggi; Martin Buschkuehl; John Jonides; Walter J. Perrig (2008)
    Brain-training efforts designed to improve working memory can also boost scores in general problem-solving ability and improve fluid intelligence, according to new research. Many psychologists believe general intelligence ...
  • Nonconscious acquisition of information 
    Lewicki, Pawel; Hill, Thomas; Czyzewska, Maria (1992)
    Reviews and summarizes evidence for the process of acquisition of information outside of conscious awareness (covariations, nonconscious indirect and interactive inferences, self-perpetuation of procedural knowledge). Data ...
  • The nature of cognitive styles: Problems and promise in educational practice 
    Messick, Samuel (1984)
    This article examines characteristic features of cognitive styles and the various ways in which styles differ from one another and from intellective abilities. These distinctions are integrated into a unified framework ...
  • The relationship between learning style and cognitive style 
    Sadler-Smith, Eugene (2001)
    One of the principal debates in the field of individual differences in ‘learning style’ (often used to include cognitive style) has centred around the proliferation of constructs and measures, many of which have been ...

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