Perspectives on Thinking, Learning, and Cognitive Styles (Educational Psychology Series)
Language: English
Published by Routledge, 2001
- First Edition
- Softcover
- New
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrelandKennys Bookshop and Art Galleries Ltd.
AbeBooks seller since February 27, 2001
Condition: New
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Add to basketItem description from seller
This volume presents coverage of theory and research on thinking, learning and cognitive styles. The central premise of this work is that cognitive, learning and thinking styles are not abilities, but rather preferences in the use of abilities. Editor(s): Sternberg, Robert J.; Zhang, Li-fang. Series: Educational Psychology Series. Num Pages: 286 pages, black & white illustrations. BIC Classification: JMR; JNC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 229 x 156 x 15. Weight in Grams: 396. . 2001. 1st Edition. paperback. . . . .
Seller Inventory # V9780805834314
- Title
- Perspectives on Thinking, Learning, and Cognitive Styles (Educational Psychology Series)
- Publisher
- Routledge
- Publication year
- 2001
- Condition
- New
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 0805834311
- ISBN 13
- 9780805834314
- Edition
- 1st Edition
- Series
- Book 19 of 22: Educational Psychology Series
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that:
* represents diverse theoretical perspectives;
* includes solid empirical evidence testing the validity of these perspectives; and
* shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations.
International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others.
The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies.
Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
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"About the title" may belong to another edition of this title.
Kennys Bookshop and Art Galleries Ltd.
Galway, GY, Ireland
AbeBooks seller since February 27, 2001
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