Bibliografías temáticas / Styles of thinking

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Literatura académica sobre el tema "Styles of thinking"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "Styles of thinking"

Tarigan, Medianta, Luluatnul Luluatnul, Tiara Maulida y Anastasia Wulandari. "KEPRIBADIAN, GAYA BERPIKIR, GAYA PEMECAHAN MASALAH, DAN GAYA PENGAMBILAN KEPUTUSAN". Proyeksi 14, n.º 2 (20 de noviembre de 2019): 126. http://dx.doi.org/10.30659/jp.14.2.126-138.

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This research was conducted to investigate the contributions between personality, thinking style, problem solving style, and decision making style. 301 productive age people (25-44 years old) participated in this study. The researchers used the Myers-Briggs Type Indicator (MBTI) short version, the Gregorc Delineator Style (GDS), VIEW: Assessment of Problem Solving Style, and General Decision Making Style (GDMS). The analysis was performed using the multinomial regression analysis method. The results showed that thinking style is influenced by personality in which several aspects of personality affect several types of thinking styles. Problem solving styles are influenced by thinking styles where several types of thinking styles affect several types of problem solving styles. Decision making style is influenced by thinking style where several types of thinking style affect several types of decision making style. And there is no influence of the problem solving style on the overall decision making style, but several types of problem solving styles affect several types of decision making styles.

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Huang, Jianyi y Li Chao. "Japanese College Students' Thinking Styles". Psychological Reports 75, n.º 1 (agosto de 1994): 143–46. http://dx.doi.org/10.2466/pr0.1994.75.1.143.

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The Inquiry Mode Questionnaire by Harrison and Bramson was administered to 58 Japanese college students in the USA to measure their thinking styles. The analysis showed that these Japanese students scored higher on the idealist, analyst, and pragmatist styles than on the realist and synthesist styles. It was also observed that the 9 junior and 34 senior students scored as more idealistic than the 15 sophomores, and the 44 men scored higher than the 14 women on the synthesist style. A positive correlation was found between academic achievement (GPA) and scores on the analyst style. Negative correlations obtained between academic achievement and scores on the synthesist style and among scores on the thinking styles.

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Chen, Guo-Hai y Yong Liu. "Gelotophobia and Thinking Styles in Sternberg's Theory". Psychological Reports 110, n.º 1 (febrero de 2012): 25–34. http://dx.doi.org/10.2466/04.09.20.pr0.110.1.25-34.

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A hypothesis was examined, that gelotophobia (the fear of being laughed at) was negatively related to Type I thinking styles and positively related to Type II thinking styles as defined in Sternberg's theory of mental self-government. 431 university students (250 women, 181 men; M age = 20.4 yr., SD = 1.2) completed self-report measures of gelotophobia (GELOPH < 15 >) and thinking styles (Thinking Styles Inventory-Revised). Correlation and regression analyses were conducted. The results indicated that gelotophobia was negatively and significantly related to four Type I thinking styles (legislative, judicial, liberal, and hierarchical thinking styles) and a Type III thinking style (external), while it was positively and significantly related to a Type II thinking style (conservative). Thinking styles uniquely explained 18% of the total variance in gelotophobia scores. Possible interventions from the perspective of thinking styles in the treatment of gelotophobia were discussed.

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Brothers, Barbara Jo. "Styles of Thinking". Journal of Couples Therapy 6, n.º 1-2 (26 de septiembre de 1996): 9–11. http://dx.doi.org/10.1300/j036v06n01_02.

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Chen, Guo-Hai y Li-Fang Zhang. "Mental Health and Thinking Styles in Sternberg's Theory: An Exploratory Study". Psychological Reports 107, n.º 3 (diciembre de 2010): 784–94. http://dx.doi.org/10.2466/02.04.09.pr0.107.6.784-794.

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The relationship between thinking styles, as defined in Sternberg's theory of mental self-government, and mental health was investigated. 583 university students (362 women, 221 men; M age = 21.4 yr., SD = 0.9) in Guangzhou, P. R. China, were invited to fill out the Thinking Styles Inventory–Revised and the Symptom Checklist–90 on a voluntary basis. Results indicated that scores on six of Sternberg's 13 thinking styles were significantly correlated with the Mental Health Index. The hierarchical style (one Type I style) negatively predicted the General Severity Index beyond sex and age, whereas the judicial, anarchic, and internal styles did so positively. The specific ways in which the thinking styles and mental health scales were related to one another supported Zhang and Sternberg's (2006) claim that thinking styles are value-laden. Applications of thinking styles in enhancing mental health are discussed.

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Zhang, Li-fang y Yau-ho Wong. "Hardiness and Thinking Styles: Implications for Higher Education". Journal of Cognitive Education and Psychology 10, n.º 3 (2011): 294–307. http://dx.doi.org/10.1891/1945-8959.10.3.294.

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The principal objective of this study was to investigate the predictive power of thinking styles for hardiness—a healthy personality disposition. Four hundred (146 males and 254 females) students from a large, comprehensive university in Shanghai, the People’s Republic of China, responded to the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and the hardiness scale (Bartone, Ursano, Wright, & Ingraham, 1989). Results showed that after students’ age and gender were controlled for, creativity-generating styles (also known as Type I styles) and a style that allows students to work in collaboration with others (i.e., external style) positively contributed to hardiness, whereas norm-favoring styles (also known as Type II styles) and a style that denotes a lack of discipline and planning (i.e., anarchic style) negatively contributed to hardiness. Implications of these findings are discussed in relation to university students, faculty members, and for university senior managers.

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SALCEANU, Claudia. "Thinking Styles and Moral Values in Adulthood". Postmodern Openings 5, n.º 4 (31 de diciembre de 2014): 91–99. http://dx.doi.org/10.18662/po/2014.0504.07.

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Apaydin, Beyza Balamir y Selin Cenberci. "Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers". World Journal of Education 8, n.º 4 (25 de julio de 2018): 36. http://dx.doi.org/10.5430/wje.v8n4p36.

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Increasing the quality of education is based on changes thinking and teaching styles. Considering variance ofthinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospectivemathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking andteaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of theprospective mathematics teachers by considering some demographic characteristics. The sample of the researchconsisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of AhmetKeleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis ofthe data. “Thinking Styles Scale” which was developed by Sternberg and Wagner (1992) and adapted to Turkish byBuluş (2006) and “Teaching Style Inventory” developed by Grasha (1994) and adapted to Turkish by Uredi (2006)were used as data collection tool in the research. According to the conclusion of the research, a positive moderatecorrelation was found between thinking styles and teaching styles of prospective mathematics teachers.

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Ciorciari, Joseph, John Gountas, Patrick Johnston, David Crewther y Matthew Hughes. "A Neuroimaging Study of Personality Traits and Self-Reflection". Behavioral Sciences 9, n.º 11 (5 de noviembre de 2019): 112. http://dx.doi.org/10.3390/bs9110112.

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This study examines the blood-oxygen level dependent (BOLD) activation of the brain associated with the four distinctive thinking styles associated with the four personality orientations of the Gountas Personality Orientations (GPO) survey: Emotion/Feeling-Action, Material/Pragmatic, Intuitive/Imaginative, and Thinking/Logical. The theoretical postulation is that each of the four personality orientations has a dominant (primary) thinking style and a shadow (secondary) thinking style/trait. The participants (N = 40) were initially surveyed to determine their dominant (primary) and secondary thinking styles. Based on participant responses, equal numbers of each dominant thinking style were selected for neuroimaging using a unique fMRI cognitive activation paradigm. The neuroimaging data support the general theoretical hypothesis of the existence of four different BOLD activation patterns, associated with each of the four thinking styles. The fMRI data analysis suggests that each thinking style may have its own cognitive activation system, involving the frontal ventromedial, posterior medial, parietal, motor, and orbitofrontal cortex. The data also suggest that there is a left hemisphere relationship for the Material/Pragmatic and Thinking/Logical styles and a right activation relationship for Emotional/Feeling and Intuitive/Imaginative styles. Additionally, the unique self-reflection paradigm demonstrated that perception of self or self-image, may be influenced by personality type; a finding of potentially far-reaching implications.

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Zhang, Li-Fang. "Thinking Styles and Emotions". Journal of Psychology 142, n.º 5 (septiembre de 2008): 497–516. http://dx.doi.org/10.3200/jrlp.142.5.497-516.

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Tesis sobre el tema "Styles of thinking"

Moutsios-Rentzos, Andreas. "University mathematics students : thinking styles and strategies". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2285/.

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This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualised to be relatively stable over time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988, p. 230-231). The students’ attainment, the nature of task and the students’ views are also considered in this study. A three-phase study including both quantitative and qualitative techniques was designed with the aim of delineating this relationship. The study was conducted with 2nd year students (N=99) following a BSc in Mathematics in the Department of Mathematics of the University of Athens, although, for methodological reasons, additional data were collected from a broader group of undergraduates (NUG=224). The students’ thinking styles were identified through a version of the Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1999), translated into Greek. Two main Style Cores were identified: Core I (creative, original, critical and non-prioritised thinking) and Core II (procedural, already tested and prioritised thinking). Based on these cores, the students were assigned to two clusters: Cluster 1C2C (High Core I/Low Core II) and Cluster 3C4C (High Core II/Low Core I). In order to identify the students’ strategies, the A-B-Δ strategy classification was introduced, expanding on Weber’s (2005) semantic, syntactic and procedural strategies. The AB-Δ strategies were grouped in three Strategy Types depending on their links with truth,memory and flexibility, respectively identified as: α-type, β-type and δ-type. Students assigned to Cluster 1C2C appeared to prefer more α-type and less β-type Initial Strategies than those assigned to Cluster 3C4C. The nature of the task appeared to affect this link. On the other hand, in the context of Back-Up Strategies, stylistic preferences and ‘high’ attainment appeared to regulate a link between the nature of the task and a Back-Up Strategy, rather than forming a style-strategy link (as in the case of Initial Strategy). Drawing from Skemp’s (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival), it is argued that the students choose different strategies, because they essentially perceive the given task in qualitatively different ways. The students’ different stylistic preferences indicate differences in their inner reality, thus affecting their choice of an ascertaining argument, which in turn determines their selection of Initial Strategy. The failure of the students’ Initial Strategy leads them to re-evaluate the task itself, thus resulting in a change of the reality in which the students have to survive and this, in turn, determines the students’ Back-Up Strategies.

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Kwan, Sze-wai David y 關思偉. "Thinking styles, learning approaches, and academic achievement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961666.

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Wilkinson, Paul Oliver. "Attention and thinking styles in depressed adolescents". Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613066.

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Reyes-Santander, Pamela, David Aceituno y Pablo Cáceres. "Mathematical Thinking Styles of Students with Academic Talent". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/123827.

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This study explores the predominant mathematical thinking style that students with academic talent used in solving mathematical problems. Thinking styles are preferences by subjects in the way of expressing mathematical skills against a task, in this case, visual, formal and integrated. We assessed 99 students from an academic support talent program, in a retrospective ex post facto study with only one group. We administered the questionnaire mathematical thinking styles of Borromeo-Ferri and determined that these students exhibited mostly an integrated style of thinking, which involves the use of symbols and verbal representations with visual expressions in solving mathematical exercises. They also show a strong orientation to address the problems of combined mode, which involves considering them as a whole at a time.
El presente estudio establece el estilo de pensamiento matemático predominante que utilizan los estudiantes con talento académico en la resolución de problemas matemáticos. Los estilos de pensamiento son preferencias por parte de los sujetos en la forma de expresar las habilidades frente a una tarea matemática, en este caso, visual, formal e integrado. En el marco de un estudio ex post facto retrospectivo de grupo único, se evaluó a un total de 99 estudiantes pertenecientes a un programa académico de apoyo al talento con el cuestionario Estilos de Pensamiento Matemático de Borromeo-Ferri. Los resultados indican que los estudiantes declararon orientarse hacia el estilo de pensamiento integrado, que supone el uso de simbología y representaciones verbales junto con expresiones visuales en la resolución de los ejercicios matemáticos, así como una significativa orientación a abordar los problemas de modo combinado, que supone considerar los problemas como un todo.
La présente étude établit le style de pensée mathématique prédominant utilisé par les étudiants ayant un talent académique dans la résolution de problèmes mathématiques. Les styles de pensée sont des préférences de la part des sujets sous la forme d’exprimer les capacités face à une tâche mathématique, dans ce cas, visuelle, formelle et intégrée. Dans une étude rétrospective sur un seul groupe ex post facto, un total de 99 étudiants appartenant à un programme de soutien aux talents universitaires ont été évalués, à qui le questionnaire Styles de Pensée mathématique de Borromeo-Ferri a été appliqué et déterminé que ce type de sujets déclare principalement un style de pensée intégré, ce qui implique l’utilisation de la symbologie et des représentations verbales ainsi que des expressions visuelles dans la résolution des exercices mathématiques. En outre, ils montrent une forte orientation pour aborder les problèmes de manière combinée, ce qui implique de les considérer dans leur ensemble dans le même temps.
Este estudo estabelece o estilo predominante do pensamento matemático usado por os alunos com talento acadêmico na resolução de problemas matemáticos. Os estilos de pensamento são as preferências dos indivíduos sobre a forma para expressar as capacidades em uma tarefa matemática, neste caso, visual, formal e integrada. Como parte de um estudo ex post facto retrospectivo de grupo único, foram avaliados um total de 99 estudantes de um programa de talento acadêmico. Foram aplicados nos alunos o questionário “Estilos de Pensamento Matemático de Borromeo-Ferri” e determinou-se que a maioria dos participantes declararam um estilo de pensamento integrado, que envolve o uso de símbolos e representações verbais com resolução de expressões visuais de exercícios matemáticos. Eles mostram também uma forte orientação para resolver os problemas de modo combinado, o qual envolve a considerá-los como um todo de uma vez.

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Ichihara, Takafumi. "Analysis of Collaborative Problem Solving Based on Thinking Styles". INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10402.

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Cheung, Chi-kit Fritz y 張志傑. "Thinking styles and achievement in mathematics and language learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962841.

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Fan, Jieqiong y 范洁琼. "Thinking styles' socialization and their roles in student development". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/196455.

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Three of the major controversial issues in the field of intellectual styles are: 1) whether or not styles can be changed; 2) whether or not styles are value-laden; 3) whether styles are distinct from or they are part of personality traits. The main purpose of this research was to address these three issues by 1) exploring the socialization process of students’ thinking styles through tracing the change of thinking styles over one year and examining the competing influence of students’ perceived parenting styles, perceived learning environment, and personality traits on their thinking styles; and 2) exploring the role of thinking styles in students developmental outcomes with regard to career decision self-efficacy and subjective well-being. The research adopted a quantitatively-driven mixed method design and it involved three phases: the pilot study (a quantitative study), the main study (a longitudinal, quantitative study), and the follow-up study (a qualitative study). The pilot study validated a series of inventories that were subsequently utilized in the main study and preliminarily explored the relevant relationships among three hundred and forty-one Chinese university students from Shanghai, mainland China. In the main study, nine hundred and twenty-six students from the same university responded to a questionnaire consisting of the modified inventories and some demographic information at the beginning of an academic year. One year later, they responded to the same questionnaire again. After that, based on the results of the main study, 29 students were selected to participate in a follow up study that involved individual face-to-face interviews. Results of the main study generally supported the research hypotheses. With regard to the malleability of thinking styles, the research found that students’ thinking styles changed over one year and the change of thinking styles can be at least partially attributed to the two environmental factors (i.e., parenting styles and learning environments). These findings suggest that, albeit relatively stable, thinking styles can be socialized/changed. With regard to the role of thinking styles in student development, results indicated that mainly Type I thinking styles (characterized by creativity, nonconformity, and autonomy) positively contributed to students’ career decision self-efficacy and subjective well-being. Furthermore, Type I thinking styles were also major mediators in the relationships of parenting styles and learning environments to career decision self-efficacy and subjective well-being. These findings suggest that thinking styles are value-laden, with Type I thinking styles being more adaptive than other styles. With regard to the relationship between personality and thinking styles, results indicated that thinking styles and personality traits overlapped with each other to limited extents and both of them made unique contributions to student development. Moreover, thinking styles were more malleable than personality traits. These findings suggest that styles are distinct from rather than subordinate to personality traits. Results from the follow-up interview study further confirmed the results of the main study and provided explanatory information on how the identified relationships happened. Generally speaking, the present research has both theoretical and practical implications. It significantly contributes to the discussion on the aforementioned major controversial issues in the field of styles. Furthermore, based on the research findings, specific suggestions on how to optimize the development of students’ thinking styles are provided for parents, teachers, and university administrators. Finally, the limitations of this research and the recommendation for future studies are discussed.
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Cheung, Chi-kit Fritz. "Thinking styles and achievement in mathematics and language learning". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25207325.

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Gurel, Nergis Ayse. "Effects Of Thinking Styles And Gender On Psychological Well-being". Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611092/index.pdf.

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The purpose of the current study is to investigate how global and local thinking styles affect psychological well-being among undergraduate students. A total of 372 (213 females and 159 males) students at Middle East Technical University participated in this study. The qualitative data were gathered via self-report questionnaires including Scales of Psychological Well-Being, Thinking Styles Inventory and a demographic information form. To be able to determine the differences between psychological well-being due to global thinking and local thinking scores as well as gender, ANOVA was held. The results revealed a significant difference between high and low scorers of local thinking in terms of psychological well-being when the global thinking style was low. In addition, the findings indicated that for higher levels of psychological well-being individuals need to adopt one of the styles and report higher levels on that adopted style. On the other hand, the statistical analysis revealed no significant differences between high scorers of global thinking and low scorers of global thinking on psychological well-being. Additionally, no significant difference found between high scorers and low scorers of local thinking in terms of psychological well-being. Upon the examination of gender related findings, it was found that females reported higher levels of psychological well-being compared to males while males reported higher levels of global thinking than females did.

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Lampropoulos, Georgios. "Thinking styles, treatment preferences, and early counseling process and outcome". Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/99121.

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In this study, two primary hypotheses drawn from Cognitive-Experiential Self-Theory (Epstein, 1994, 1998, 2003) and the treatment preference literature (Arnkoff, Glass, & Shapiro, 2002) were tested in the broader contexts of similarity/matching research and eclecticism in psychotherapy. Specifically, it was hypothesized that client-therapist similarity/dissimilarity in terms of (a) their Rational and Experiential Thinking styles (Pacini & Epstein, 1999), and (b) their preferences for a Cognitive ("Thinking") versus an Experiential ("Feeling") theoretical orientation (Hutchins, 1984), would affect the process and outcome of early therapy. Forty-seven client-therapist dyads participated in the study. In the seven hierarchical linear regressions conducted, no statistically significant effects were found on any of the dependent variables (working alliance, empathic understanding, session depth, session smoothness, satisfaction with treatment, perceived change, and objective change). Study limitations included its modest statistical power to detect small and moderate effect sizes.Three exploratory questions were also investigated in a sample of 89 clients and 79 therapists and were found to be statistically significant. Specifically, client rational and experiential thinking styles made substantial contributions in the expected direction in predicting client preference for a cognitive versus an experiential treatment. Similarly, therapist experiential thinking style was predictive of therapist treatment preference. These findings suggest that client and therapist personality (thinking styles) are more significant predictors of treatment preference than variables such as gender and clinical experience (as a therapist or a client). Last, rational thinking style was predictive of client intrapersonal adjustment, and experiential thinking style was predictive of client social adjustment.
Department of Counseling Psychology and Guidance Services

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Libros sobre el tema "Styles of thinking"

Thinking styles. Cambridge, U.K: Cambridge University Press, 1997.

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Sternberg, Robert J. Thinking styles. Cambridge: Cambridge University Press, 1997.

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Thinking styles. Cambridge, U.K: Cambridge University Press, 1999.

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Sternberg, Robert J. MSG thinking styles inventory: Manual. [Tallahassee, Fla: Star Mountain Projects], 1991.

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Handbook of intellectual styles: Preferences in cognition, learning, and thinking. New York: Springer Pub. Co., 2012.

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Thinking and acting like a cognitive school counselor. Thousand Oaks, Calif: Corwin Press, 2009.

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Tales of thinking: Multiple intelligences in the classroom. York, Me: Stenhouse Publishers, 1998.

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Strong, Richard W. Questioning styles & strategies: Procedures for increasing the depth of student thinking. 2^a ed. Woodbridge, NJ: Thoughtful Education Press, 1995.

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Chiasson, Phyllis. Relational thinking styles and natural intelligence: Assessing inference patterns for computational modeling. Hershey, PA: Information Science Reference, 2012.

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1954-, Shade Richard A., ed. Curiosita teaching: Integrating creative thinking into your 21st century classroom. Marion, IL: Pieces of Learning; Saline, MI, 2011.

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Capítulos de libros sobre el tema "Styles of thinking"

Grigorenko, Elena L. y Robert J. Sternberg. "Thinking Styles". En International Handbook of Personality and Intelligence, 205–29. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-5571-8_11.

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Tsukamoto, A. "Styles of Thinking". En Katachi ∪ Symmetry, 323–30. Tokyo: Springer Japan, 1996. http://dx.doi.org/10.1007/978-4-431-68407-7_38.

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Fowler, Allison y Kate E. Snyder. "Thinking and Learning Styles". En Critical Issues and Practices in Gifted Education, 499–507. 3^a ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-37.

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Torrance, E. P. y Z. L. Rockenstein. "Styles of Thinking and Creativity". En Learning Strategies and Learning Styles, 275–90. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_10.

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Ji, Li-Jun y Emily Chan. "Chinese Thinking Styles and Religion". En Religious Cognition in China, 35–54. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62954-4_3.

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Han, Shihui. "Cultural Differences in Thinking Styles". En Towards a Theory of Thinking, 279–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03129-8_19.

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Peters, Michael A. "Kinds of thinking, styles of reasoning". En Wittgenstein, Anti-foundationalism, Technoscience and Philosophy of Education, 156–70. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Educational philosophy and theory reader ; Volume VIII | Most articles previously pubished in Educational philosophy and theory, between 2013-2019.: Routledge, 2020. http://dx.doi.org/10.4324/9781003017035-9.

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Hamblen, Jessica L. y Kim T. Mueser. "Cognitive restructuring 1: Problematic thinking styles." En Treatment for postdisaster distress: A transdiagnostic approach., 129–46. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000237-008.

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Vengopal, Kalpana. "Styles of Learning and Thinking: Hemisphericity Functions". En Encyclopedia of the Sciences of Learning, 3226–30. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1728.

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Mueser, Kim T., Stanley D. Rosenberg y Harriet J. Rosenberg. "Cognitive restructuring I: The common styles of thinking." En Treatment of posttraumatic stress disorder in special populations: A cognitive restructuring program., 99–119. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11889-006.

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Actas de conferencias sobre el tema "Styles of thinking"

Jones, Karl O. y Juliet M. V. Reid. "Modifying teaching to address thinking styles". En the 2007 international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1330598.1330682.

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"A Research on Thinking Styles and Communication Strategies". En 2018 International Conference on Social Sciences, Education and Management. Francis Academic Press, 2018. http://dx.doi.org/10.25236/socsem.2018.195.

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Sahatcija, Roland, Ariel Ora y Anxhela Ferhataj. "Thinking styles through the elements of contemporary methods". En University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.121.

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Muda, Wan Hanim Nadrah Binti Wan, Chandrashekar Ramasamy y Nur Hanis Binti Samsudin. "Mathematical Thinking Styles among Engineering Students through Algebraic Problems". En 2017 7th World Engineering Education Forum (WEEF). IEEE, 2017. http://dx.doi.org/10.1109/weef.2017.8466967.

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Mohamad, Mimi Mohaffyza, Ali Raza Jamali, Marina Ibrahim Mukhtar, Lai Chee Sern y Adnan Ahmad. "Learning styles and critical thinking skills of engineering students". En 2017 IEEE 9th International Conference on Engineering Education (ICEED). IEEE, 2017. http://dx.doi.org/10.1109/iceed.2017.8251164.

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Dai-Yi Wang, Zong-Han Wu, Chuen-Tsai Sun y S. S. J. Lin. "Using agents and simulation to develop adequate thinking styles". En Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.298.

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Pablo Leyva, Hugo, Rafaela Blanca Silva-López y Iris Iddaly Méndez-Gurrola. "BIG ACADEMIC OPEN COURSE: THINKING STYLES AND APPROVAL PERCENTAGES". En 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2507.

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Te-Yi Chan, Yu-Ting Cheng, Yu-Lung Wu, Bin-Shyan Jong y Tsong-Wuu Lin. "Applying learning achievement and thinking styles to cooperative learning grouping". En 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417975.

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Elizondo, Carmen Ramírez. "Thinking Styles In Vocational And Company Training In Aragon (Spain)". En International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.7.

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Suslov, S. A., A. D. Cheremuhin, A. N. Igoshin, A. S. Sibiryaev y G. Y. Bashashkina. "Differences in Thinking Styles on the Perception of Business Analytics". En Russian Conference on Digital Economy and Knowledge Management (RuDEcK 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200730.120.

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Informes sobre el tema "Styles of thinking"

NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, mayo de 2021. http://dx.doi.org/10.12731/er0436.18052021.

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Resumen

THE SCIENTIFIC APPROBATION OF THE RESEARCH OF THE PECULIARITIES OF THE DEVELOPMENT OF THE SCIENTIFIC STYLE OF THINKING OF YOUNG TEACHERS OF ADDITIONAL PROFESSIONAL EDUCATION INSTITUTIONS IS PRESENTED. THE DEVELOPED PRODUCT ALLOWS TO OBTAIN OBJECTIVE DATA ON THE PECULIARITIES OF PROFESSIONAL AND PERSONAL GROWTH OF MODERN PEDAGOGICAL WORKERS. THE DEVELOPED FEEDBACK SYSTEM ALLOWS TO USE ADDRESSED EDUCATIONAL CONSULTING IMPROVING THE MONITORING SYSTEM OF SUCH NEW FORMATION AS A SCIENTIFIC STYLE OF THINKING.

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Anderson, Daniel. Analytic Thinking Predicts Vaccine Endorsement: Linking Cognitive Style and Affective Orientation Toward Childhood Vaccination. Portland State University Library, enero de 2016. http://dx.doi.org/10.15760/honors.220.

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