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ERIC Number: ED203939
Record Type: RIE
Publication Date: 1980
Pages: 10
Abstractor: N/A
Reference Count: 0
An Overview of Cognitive Style.
Ehrhardt, Harryette B.; Corvey, S. James
While the cognitive-style approach to individualized instruction is no panacea for all educational ills, it holds high promise as a means of helping faculty and students to develop effective learning environments. In utilizing this approach, several factors must be considered. First, a clear distinction should be made between cognitive style and ability or achievement. Cognitive style is a matter of behavior and preference which cannot be measured quantitatively on a norm-referenced basis, as can ability or achievement. Second, while at least 30 models have been identified in the literature for the implementation of cognitive style approaches, they are all based on four precepts: individuals prefer to learn differently; individual learning styles are identifiable; institutions have a responsibility to consider cognitive style in instructional delivery; and students have a responsibility to structure their learning environment in accordance with their cognitive style. Fourth, an understanding of cognitive style theory is valuable in both academic and non-academic settings and is useful for all learners. Fifth, it is not always desirable or possible to match students' cognitive style with instructional styles. Finally, a recognition of his/her cognitive style can help the student make individual decisions about his/her approach to study and, thus, is useful even when alternative learning methods are not available. (JP)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A