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Randall, Shel T. – ProQuest LLC, 2018
Purpose: The purpose of this retrospective quantitative correlational study was to determine the relationship of student temperament (as measured by the online Jung Typology Test) and learning styles (as measured by the Felder-Soloman Index of Learning Styles) to academic performance of first-semester physics students while enrolled in a Sierra…
Descriptors: Personality Traits, Cognitive Style, Academic Achievement, College Freshmen
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Yousef, Darwish Abdulrahman – Quality Assurance in Education: An International Perspective, 2016
Purpose: Although there are many studies addressing the learning styles of business students as well as students of other disciplines, there are few studies which address the learning style preferences of statistics students. The purpose of this study is to explore the learning style preferences of statistics students at a United Arab Emirates…
Descriptors: Foreign Countries, Undergraduate Students, Statistics, Cognitive Style
Peer reviewed Peer reviewed
Bowers, Kenneth S.; And Others – Cognitive Psychology, 1990
A total of 308 undergraduates performed 2 word tasks and a gestalt closure task in a study of intuition. Subjects could respond discriminately to coherence they could not identify and were led by this perception to form a hunch or hypothesis. Clues to coherence evidently activate problem-solving networks. (SLD)
Descriptors: Cognitive Processes, Discovery Processes, Higher Education, Intuition
Hausler, Joel; Sanders, John W.; Young, Barbara – Online Submission, 2007
We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…
Descriptors: Online Courses, Electronic Learning, Cognitive Style, Student Characteristics
Peer reviewed Peer reviewed
Youngblood, Michael S. – Studies in Art Education, 1983
Popular beliefs and research on modes of thinking among artists and scientists promote the idea that artists are motivated primarily by emotion and intuition, while scientists are stimulated primarily by logic and reason. This dichotomy and its implications for art education are discussed and criticized. (Author/IS)
Descriptors: Art Education, Artists, Cerebral Dominance, Cognitive Development