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Control deprivation and styles of thinking.
Journal of Personality and Social Psychology, 2012Westerners habitually think in analytical ways, whereas East Asians tend to favor holistic styles of thinking. We replicated this difference but showed that it disappeared after control deprivation (Experiment 1). Brief experiences of control deprivation, which stimulate increased desire for control, caused Chinese participants to shift toward Western ...
Zhou, Xinyue +4 more
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Kinds of Thinking, Styles of Reasoning
Educational Philosophy and Theory, 2007There is no more central issue to education than thinking and reasoning. Certainly, such an emphasis chimes with the rationalist and cognitive deep structure of the Western educational tradition. The contemporary tendency reinforced by cognitive science is to treat thinking ahistorically and aculturally as though physiology, brain structure and human ...
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STYLES OF THINKING IN THE SCHOOL
European Journal of High Ability, 1995Educators know that variables beyond abilities affect students’ performance in school and their interactions with their teachers. Thinking styles are such a variable. Thinking styles are preferred ways of thinking. They are not abilities but rather preferred ways of expressing these abilities.
Robert J. Sternberg, Elena L. Grigorenko
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The Economic Mechanism and the Style of Thinking
Problems in Economics, 1982The practical implementation of measures outlined in the July (1979) decrees of the Central Committee of the CPSU and the USSR Council of Ministers is a major step on the road to the development of an economic mechanism that is consistent with the conditions in a mature socialist society.
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1997
In our society, the recognition of talent depends largely on idealized and entrenched perceptions of academic achievement and job performance. Thinking Styles bucks this trend by emphasizing the method of our thought rather than its content. Psychologist Robert Sternberg argues that ability often goes unappreciated and uncultivated not because of lack ...
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In our society, the recognition of talent depends largely on idealized and entrenched perceptions of academic achievement and job performance. Thinking Styles bucks this trend by emphasizing the method of our thought rather than its content. Psychologist Robert Sternberg argues that ability often goes unappreciated and uncultivated not because of lack ...
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Styles of Thinking and Creativity
Gifted International, 1986In this chapter the authors review and synthesize literature in the areas of creativity, learning styles, brain studies, teaching technologies, learning strategies, and evaluation. Our position on the topic of thinking styles and creativity is a holistic one. While learning styles and strategies may differ from person to person, creativity is maximized
E. P. Torrance, Z. L. Rockenstein
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ARE PARENTS' AND CHILDREN'S THINKING STYLES RELATED?
Psychological Reports, 2003This study extends the investigation of the validity of Sternberg's theory of mental self-government to mainland Chinese secondary school students and their parents. The assumption of a ‘socialization effect’ underlying the theory was subjected to broader investigation. 232 students and their parents responded to a range of demographic questions and to
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Thinking styles and the gifted
Roeper Review, 1993This article considers the interaction between styles of thinking and giftedness. In particular, it is argued that decisions regarding identification, instruction and programming need to take into account not only the abilities of the gifted, but their styles of thinking.
Robert J. Sternberg, Elena L. Grigorenko
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Imagery as a Style of Thinking
Art Therapy, 1984This article reflects the author's efforts to synthesize image formation and its relationship to development and role in learning. References include material on the creative process with a specific focus on “image formation as a style of thinking and learning.”Read (1960) and Horowitz (1970) are discussed at length—the former for his interest in art ...
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Science and Education, 1993
It is a main contention of this paper that the history of science is not so much a story of the progressive advance in our understanding and discovery of ‘the facts of nature’, but rather, an account of different ways of ‘seeing’ things; where ‘the things’ thus seen are to a considerable extent themselves the result of ‘realizational’ processes ...
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It is a main contention of this paper that the history of science is not so much a story of the progressive advance in our understanding and discovery of ‘the facts of nature’, but rather, an account of different ways of ‘seeing’ things; where ‘the things’ thus seen are to a considerable extent themselves the result of ‘realizational’ processes ...
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