Riding, R.; Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, [S.l.], v. 11, n. 3 & 4, p. 193-215, 1991.  Home/Search Document Not in Database Summary Related Articles Check |
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Improving Polymorphic Type Explanations - Yang (2001) (Correct)
....had an opportunity to provide other comments. Some said that they found the visualization confusing. Others indicated that they preferred the visualization. This would suggest that a future evaluation should also consider the subjects dominant cognitive style on the Verbalizer Imager dimension [48] as a factor in their relative performances on textual and visual questions. We were retrospectively pleased that a self identi ed color blind student said that they found the visualization very helpful. While one should be cautious in drawing conclusions from such small numbers of subjects, ....
R. Riding and I. Cheema. Cognitive styles - an overview and integration. Educational Psychology, 11(3+4):193-215, 1991.
Web Adaptive Training System based on Cognitive.. - Souto, Verdin.. (2002) (1 citation) (Correct)
....of the course. The educational environment modelled in the Tapejara Project Intelligent Systems of Education in the Internet (Tapejara 2001) works with part of these challenges. The intelligence of this system is based on modelling the student s Cognitive Learning Style CLS (Atkinson 1998) (Riding 1991) (Riding 1997) In this context, CLS characterize a pattern of cognitive actions represented by trajectories that can be concretely observed through the perceptible performance behaviour that is produced during the learning practice by the underlying cognitive processes. The study of these ....
RIDING, R.; CHEEMA, I. Cognitive styles: An overview and integration. Educational Psychology, [S.l.], v. 11, n. 3 & 4, p. 193-215, 1991.
A Corpus-Based Analysis of Individual Differences in Proof-Style - Monaghan (1995) (1 citation) (Correct)
....it has been found useful to distinguish the dimensions of cognitive style from the dimensions of learning strategy. A cognitive style is considered to be a fairly fixed characteristic of an individual, while strategies are the ways that may be used to cope with situations and tasks (p. 195, Riding and Cheema 1991). Hence, strategies are prone to influence, and are not so elemental in the defining of the individual s cognitive type. However, as discussed in the previous section (2.2, 2.3) it is not quite clear where strategy ends and style begins, and may well depend on the level of description. ....
....are at play in the individual differences literature, with, perhaps, the innermost layer being the level of implementation the processing dimension, and the outer layers representing individuals strategies the performance dimensions. 3. 2 The (relevant) individual difference dimensions Riding and Cheema (1991), in their summary article, grouped the many cognitive styles found in the literature into two principal groups: The wholist analytic dimension, and the verbaliservisualiser dimension. The former dimension concerns an individual s aptitude in processing information whether she processes ....
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Riding, R. and Cheema, I. (1991). Cognitive styles -- an overview and integration. Educational Psychology 11:3&4, 193--215.
Web Adaptive Training System Based on Cognitive Student Style - Maria Souto Mariano (2002) (1 citation) (Correct)
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Riding, R.; Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, [S.l.], v. 11, n. 3 & 4, p. 193-215, 1991.
User Modelling in I-Help: What, Why, When and How - Susan Bull Jim (Correct)
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R. Riding, and I. Cheema. Cognitive Styles - An Overview and Integration. Educational Psychology, 11(3-4):193-215, 1991.
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