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The relationship of cognitive styles...

University of Wyoming.

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The relationship of cognitive styles, cognitive profiles, and thinking styles among selected Chinese and North-American adult students in higher education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship of cognitive styles, cognitive profiles, and thinking styles among selected Chinese and North-American adult students in higher education./
作者:	Huang, Jianyi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	230 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3294.
Contained By:	Dissertation Abstracts International54-09A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9405075

The relationship of cognitive styles, cognitive profiles, and thinking styles among selected Chinese and North-American adult students in higher education.
Huang, Jianyi.

The relationship of cognitive styles, cognitive profiles, and thinking styles among selected Chinese and North-American adult students in higher education. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 230 p.

Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3294.

Thesis (Ph.D.)--University of Wyoming, 1993.

The number of international students at the universities in the United States has been increasing dramatically in recent years. In this study, Chinese and North-American adult graduate students were compared based on their cognitive styles, cognitive profiles, and thinking styles. Seven cognitive styles (i.e. complex/simple, sharpening/leveling, field independent/field dependent, tolerance for ambiguity, category width, focus/nonfocus, and reflective/impulsive styles) were measured; and cognitive profiles (based on Letteri's manual of constructing cognitive profiles) of the seven cognitive styles were formed. Thinking styles (based on Harrison and Bramson's manual) were also measured to compare the North-American and Chinese subjects.Subjects--Topical Terms:

543202
Adult education.

The relationship of cognitive styles, cognitive profiles, and thinking styles among selected Chinese and North-American adult students in higher education.
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100 1 $a Huang, Jianyi. $3 3285278
245 1 4 $a The relationship of cognitive styles, cognitive profiles, and thinking styles among selected Chinese and North-American adult students in higher education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1993
300 $a 230 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-09, Section: A, page: 3294.
500 $a Adviser: Burton R. Sisco.
502 $a Thesis (Ph.D.)--University of Wyoming, 1993.
520 $a The number of international students at the universities in the United States has been increasing dramatically in recent years. In this study, Chinese and North-American adult graduate students were compared based on their cognitive styles, cognitive profiles, and thinking styles. Seven cognitive styles (i.e. complex/simple, sharpening/leveling, field independent/field dependent, tolerance for ambiguity, category width, focus/nonfocus, and reflective/impulsive styles) were measured; and cognitive profiles (based on Letteri's manual of constructing cognitive profiles) of the seven cognitive styles were formed. Thinking styles (based on Harrison and Bramson's manual) were also measured to compare the North-American and Chinese subjects.
520 $a This study was also concerned with consistency between this research and previous cognitive profile research and with relationships between and among cognitive styles, cognitive profiles, and thinking style, and their relationships with the demographic variables.
520 $a The findings of this study are as follows:
520 $a Cognitive profiles. The near curvilinear distribution of this research sample for Cognitive Styles I, II, III was consistent with previous studies by Letteri, Letteri and Kuntz, Sisco, Sisco and Glade, Hanes, and Haynes, with an exception that the subjects of this study were more reflective than those of previous studies.
520 $a Cognitive styles. This study found relationships between country difference and the complex/simple and broad/narrow cognitive styles, between gender and the sharpening/leveling and broad/narrow cognitive styles, between age and the reflective/impulsive cognitive style, and between major and the cognitive styles of category width, cognitive complexity, and tolerance for ambiguity. Relationships were found among several cognitive styles.
520 $a Interactions were found between country and gender difference on the complex/simple and focus/nonfocus cognitive styles, between the country and the difference of majors on the complex/simple cognitive style.
520 $a Thinking styles. Relationships were found between country difference and the pragmatist thinking style, between major and idealist, analyst, and realist thinking styles. Negative relationships were found among several thinking styles. An interaction was found between the country difference and the gender difference on the idealist thinking style.
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