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Emma Armstrong-Carter; Eva H. Telzer – Child Development Perspectives, 2025
Many young people are inclined toward risk taking and also toward helping other people. "Prosocial risk taking" is a term that can describe different ways that youth provide significant instrumental and emotional support to family members, friends, and strangers, even when it involves a personal risk. In this article, we review research…
Descriptors: Risk, Prosocial Behavior, Child Development, Developmental Stages
Zhang, Li-fang; Horta, Hugo; Jung, Jisun; Chen, Gaowei; Postiglione, Gerard A. – Journal of Educational Psychology, 2019
This research pioneered the investigation of the role of doctoral students' thinking styles in their program satisfaction and perceived intellectual competence. Participants were 285 STEM (science, technology, engineering, mathematics) students in Hong Kong. Results showed that students' thinking styles as measured by the Thinking Styles…
Descriptors: Role, Cognitive Style, Graduate Students, Doctoral Programs
Gurzynski-Weiss, Laura, Ed. – Language Learning & Language Teaching, 2020
This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Sociocultural Patterns
Cognitive Variables Associated with Personal Problem-Solving Appraisal: Implications for Counseling.

Heppner, P. Paul; And Others – Journal of Counseling Psychology, 1983
Examined differences between self-perceived effective and ineffective problem solvers on several cognitive content and process variables of college students (N=500). Results indicated that subjects who perceived themselves as effective problem solvers had higher self-concepts and coping styles that were less blameful and more problem focused. (LLL)
Descriptors: Cognitive Style, College Students, Coping, Higher Education

Rosenthal, Nadine – Adult Learning, 1990
Passive learners rarely play a role in their own education, but follow whatever their teachers decide is best for them. Active learners are self-motivated, independent people who take responsibility for themselves. (JOW)
Descriptors: Adult Education, Adult Literacy, Cognitive Style, Empowerment
Slife, Brent D.; Boggs, George J. – 1982
Logical learning theory stresses that learning occurs through logical relation. Materials most "related" to the cognitive organization of the learner are most readily retained. To test whether the "chronological" constructs of covert rehearsal and familiarity could account for the learning attributed to "logical"…
Descriptors: Associative Learning, Cognitive Style, College Students, Higher Education
Reiff, Judith C. – 1984
Matching teaching strategies and classroom environment to students' learning preferences has been found to be related to students' self-concept and achievement. By identifying the learning and reading style of each student, the teacher will increase the youngster's chances of being successful, thus having a positive effect on the child's…
Descriptors: Cognitive Style, Individual Differences, Primary Education, Reading Achievement

Dunn, Rita; And Others – Clearing House, 1979
The Learning Style Inventory (LSI) measures an individual student's learning style and preference for physical learning environment. LSI scores for 321 students in grades 3, 6, and 7 were correlated to their self-concept scores. Eight LSI variables discriminated significantly between subjects with high and low self-concepts. (SJL)
Descriptors: Classroom Environment, Cognitive Style, Correlation, Elementary Education
Breckler, Steven J.; Greenwald, Anthony G. – 1982
Recent experiments have shown that people process information about themselves more efficiently than other kinds of information. To investigate individual differences in the processing of self-relevant information, subjects (N=41) rated the self- and other-applicability of 90 traits and completed nine standard personality scales. Several measures…
Descriptors: Adults, Cognitive Processes, Cognitive Style, Evaluation Methods

Heppner, P. Paul; And Others – Journal of Counseling Psychology, 1982
Examined differences between students who perceived themselves as "successful" and "unsuccessful" problem solvers. Results revealed "successful" and "unsuccessful" problem solvers differed in number of problems acknowledged, on self-report ratings about the personal problem solving process, and on ratings made by interviewers on several cognitive…
Descriptors: Affective Behavior, Behavior Patterns, Cognitive Style, College Students
Harvey, Joan C. – 1981
Research has suggested that race and sex are strongly associated with the "imposter phenomenon" (I-P), a secret, intense, subjective self-perception of phoniness experienced by many high achievers. Sex, race, and perceived atypicality were examined in relation to the imposter phenomenon for 30 persons with adequate achievement in career…
Descriptors: Achievement, Attribution Theory, Cognitive Style, Fear of Success
Bowie, Melvin McKinney – 1986
A brief discussion of three phases in research on instructional films--whether films can teach (approximately 1910-1950), how films teach (1940 through the late 1950s), and who learns from films (1960-1985)--introduces a review of the research literature on the third phase. The experimental studies reviewed focus on three concerns: (1) use of…
Descriptors: Cognitive Development, Cognitive Style, Individual Differences, Instructional Films
McAllister, Alan – 1985
Based on current models of problem solving within cognitive psychology, this study focused on the spontaneous problem solving strategies used by children as they first learned LOGO computer programming, and on strategy transformations that took place during the problem solving process. The research consisted of a six weeks programming training…
Descriptors: Academic Achievement, Classroom Research, Cognitive Style, Courseware
Reiff, Judith C. – 1992
This monograph reviews several approaches for describing learning styles and the instructional implications of an emphasis on learning styles for teachers. Several reasons for the importance of understanding individual learning styles are provided; such understanding leads to: (1) reduction of teacher and student frustration; (2) higher student…
Descriptors: Academic Achievement, Cognitive Style, Elementary Secondary Education, High Risk Students
Hines, Stephen J.; Seidman, Steven A. – 1988
This study examined the effects of feedback (immediate, delayed, or no feedback) and the type of control (external or internal) on computer-assisted instruction (CAI), and also considered the influence on achievement of such factors as computer anxiety, self-concept, learning style, and gender. Subjects were 336 undergraduates, the majority of…
Descriptors: Academic Achievement, Cognitive Style, College Students, Computer Assisted Instruction
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