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In terms of performance measurement on Recommendation Systems, previous research focuses on system viewpoints. For Example, Leng¡¦s NewsWeeder(1995) measure recommendation performance by precision¡FSyskill&Webert measure recommendation performance by classification accuracy¡FGroupLen measure recommendation performance by system response time¡CWe bring up a user-oriented viewpoint which means that whether the recommendation interface satisfies user¡¦s needs, whether it is easy to use, and whether it provides sufficient information to user. In the meantime, prvious research didn¡¦t think over the difference of everyone¡¦s information processing style¡CTherefore, our research objective focuses on effect of cognitive styles and recommendation style on user satisfaction¡C In the construct of recommendation interface, we adopt average rating and text comment¡CAnd in the construct of cognitive style, we classify it with intuitive and analytical users¡CThe measurement of user satisfaction adopts Doll and Torkzadea (1988) questionnaire and refines it¡C The research result finds that different recommendation interfaces and cognitive styles have a significant impact on user satisfaction¡CIf we don¡¦t think over effect of cognitive styles, there is higher user satisfaction on text comment¡CIf we think over effect of cognitive styles, intuitive user has higher user satisfaction on average rating¡Fanalytical user has higher user satisfaction on text comment¡COur research contribution is as follow¡CIn academic aspect, our research finding can provide researcher in cognitive psychology¡Binformation recommendation and information management field for further research¡FIn practical aspect, our research finding can assist webstore company in implementing recommendation service¡C

This study, based on the subject from the fifth and sixth graders of elementary schools in Kaohsiung County and District, conducts the ¡§Correlations of Cognitive Style (CS), Self-Concept (SC) and Mathematics Achievements (MA)¡¨. The purpose of this study is: 1. To understand the state of play of the CS, SC and MA of the fifth and sixth graders in elementary schools. 2. To analyze the effect of the different background variables of the fifth and sixth graders in elementary schools to the CS, SC and MA. 3. To research the correlation of the fifth and sixth graders in elementary schools among the CS, SC and MA. 4. To analyze the predictable situations of the fifth and sixth graders in elementary schools among CS, SC and MA. 5. To advance specific suggestions based on the research conclusion, in order to give the references for the teachers in the aspects of teaching, consulting and further study. This study adopted the questionnaire approach. The subjects were the fifth and sixth graders from Kaohsiung County and District. A total of 611 received questionnaires from the 640 questionnaires (received rate was 95.46%), canceled the null 9 ones, thus, we get the available 602 questionnaires. After the statistics of descriptive statistics, Independent-Samples T Test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression, we concluded that: 1. The CS of the kids from high social-economic status family tended to be the analyzed model. 2. The MA of the kids from high and media social-economic status family was higher than those from low social-economic family. 3. The SC and MA of the kids with Field Independence convergent contemplative and verbal CS had significant difference. 4. The CS, SC and MA of fifth and sixth graders in elementary schools revealed media and low positively correlation. 5. The correlation between CS and MA of the fifth and sixth graders in elementary schools was stronger than the correlation between SC and MA of the fifth and sixth graders in elementary schools. 6. The CS and SC can predict efficiently the MA of fifth and sixth graders, especially the SC with convergent. Based on the research conclusion, this study provide the following implications: 1. For the teachers: A. During the period of mathematics solving, the teachers should lead the students to develop the CS of convergent. B. To advert the kids¡¦ biological development of SC, consult timely and to reinforce them. C. To understand completely the CS of the kids, and provide the most institutionalized teaching and consulting approaches. D. To advert the individual difference of the kids, and to develop positive SC through the concrete feedbacks and suitable reinforcements. E. To reinforce the parents education 2. For the further study: A. Aspects of the research subjects: This research is based on the matrix of the fifth and sixth graders of elementary schools in Kaohsiung County and District. If we can expand the subjects to those kids in other county and district, we probably understand more about the situations and features of CS and SC for the kids in elementary schools. Furthermore, we can discuss the influences of the both to MA. B. Aspects of variables: There are many factors that affect MA, including the teachers¡¦ cognitive teaching strategies, the students¡¦ solving strategies, mathematics learning attitudes¡Ketc. We can incorporate these factors into research scope or conduct other correlation variables study, thus, we may understand different relationships among CS, Sc and MA. C. Aspects of the research methods: The further research may adopt other approaches, for examples, the Cognitive Styles Analysis (CSA), Q-sorts or Q-technique, Self-Performance, or other instruments, thus, we may enhance our understandings of CS and SC. If we can apply other instruments based on the qualitative study, interview and gather information about the school¡¦s environment, we would understand more about the correlations among CS, SC and academic achievements.

Trio is a newly developed group-administered instrument designed to measure visual ability for application in cognitive styles research. This study investigated the validity of Trio as seen in its convergence or divergence with two established tests, one conceptually related and one conceptually unrelated. The correlation of Trio scores with scores on these other two tests was examined using a sample of undergraduate students. The analysis of the relationship between scores on Trio and on the conceptually related Learning Figures Test failed to provide evidence that these two tests are measuring the same construct. At the same time, Trio's correlation with the unrelated ACT English section was shown to be fairly low. This second finding supports the conclusion that Trio scores are not severely confounded by verbal ability level.

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Diversity in the workplace remains a priority for leaders and managers as the dynamic nature of the global marketplace necessitates that organizations develop and maintain a competitive advantage in their field. Learning has long been touted as the key to leveraging limited resources to gain a corner in the market. However, organizations continue to struggle with the management of diversity, as well as systems and processes that promote learning at an organizational level. This study sought to explore a theorized relationship between individual problem-solving style, an aspect of cognitive diversity, and organizational learning capability. Two Midwestern companies participated in this sequential explanatory mixed methods study that aimed to: (a) examine the influence of cognitive style on organizational learning; (b) explore the differences between more adaptive and more innovative individuals, with respect to their organization's cognitive climate, in terms of their development and modification of learning frameworks and shared mental models; (c) determine what role more adaptive and more innovative individuals play in catalyzing organizational learning, namely double-loop and deutero-learning; and (d) identify inhibitors of double-loop and deutero-learning, distinguishing differences for more adaptive and more innovative problem solvers. Findings indicate that there was no relationship between problem-solving style, measured by KAI total scores, and organizational learning capability total scores in one organization and a small correlation between the scales of a second organization. This finding supports Kirton's (2011) assertions that problem-solving style is independent of learning, but some organizations may have small relationships between individual's problem-solving style and organizational learning based on various organizational dynamics. Five themes emerged as cultural mediators of cognitive diversity in the context of catalyzing organizational learning: 1) corporate expectations that create a clear, concise shared mental model for employee behavior and decision making (produced and promoted via an organizational guidebook); 2) the use of agreed-upon structures and methodologies for solving problems; 3) the employment of former military officers (due to the specific skills and experiences needed to successfully fulfill specific roles); 4) the development and nurturing of healthy teams; and, 5) an expectation of boundary-less collaboration. These themes, collectively, assert the importance of a culture that puts culture first. In practice, leaders and managers may find that a clearly defined culture that supports and promotes the use of systems and procedures to collaboratively solve problems and extend learning from individual to organizational is essential to mitigating the challenges that may result from exploiting cognitive diversity in the workplace. / Ph. D. / Change is a constant for organizations as they strive to compete for resources in a global marketplace. In order to gain and maintain a competitive advantage, organizations are challenged to manage change, as well as diversity and differences among employees, effectively. An understanding of how these differences, namely cognitive diversity, impact problem solving and learning is central to this study, as diversity in the workplace continues to increase and the need to problem solve and learn together necessitates management of this particular aspect of diversity. Furthermore, the relationship between these two processes, specifically at the individual level, has not been clearly explicated. This study sought to explore a central question: Does the manner and style by which an individual prefers to engage in the problem-solving process catalyze organizational learning in the form of revised policies and procedures (single-loop), amended norms, values, or core focus (double-loop), or changes to the frameworks and mental models that produce learning outcomes (deutero-learning)? Two Midwestern companies participated in this study and provided the first empirical data to suggest that problem-solving style is unrelated to one’s organizational learning capability. Through a series of interviews, five practices appear to mediate aspects of an organization’s culture and reduce the challenges associated with the management of cognitive diversity that often limit the success of problem solving and learning efforts. These mediating cultural factors are: 1) corporate expectations that create a clear, concise shared mental model for employee behavior and decision making (produced and promoted via an organizational guidebook); 2) the use of agreed-upon structures and methodologies for solving problems; 3) the employment of former military officers (due to the specific skills and experiences needed to successfully fulfill specific roles); 4) the development and nurturing of healthy teams; and, 5) an expectation of boundary-less collaboration. While these findings are not novel, they do underscore the importance of culture in developing the systems and structures that promote effective problem solving and learning at an organizational level. These results suggest that leaders and managers must continue to advocate for and manage cognitive diversity as the problems faced by organizations today are more complex and intractable. By employing mediating cultural factors and investing resources in a “culture first” environment, the benefits of cognitive diversity can be exploited for organizational gain and managed to minimize coping. Championing a strategic learning environment provides a context in which individual learning and social structures permit powerful higher-order learning that engages, challenges, clarifies, and optimizes the shared resources available for problem solving and organizational success.

The present study investigated the cognitive styles of Indian, Metis, Inuit and non-native adults and adolescents of northern Canada and Alaska. The study identified three relational and two analytical cognitive styles. The styles differed significantly from each other in relation to cultural background, language facility, level of post-secondary education, sex and age of the respondents. Cultural background was found to be the most significant discriminator of those under investigation.<p> Procedure of the study involved the collection of verbalized responses to five open-ended questions concerning education from one hundred northern residents. A total of 528 minutes 32 seconds of taperecorded responses was available from twenty treaty and status Indians, twenty Metis, twenty Inuit and forty non-natives. Subjects included parents, university students, high school students, teacher trainees, teachers, education administrators, native politicians and general community members. The data were submitted to content analysis procedures with items coded according to the Data Analysis of Cognitive Style (DACS) Scale which had been adapted for use in the present study from the work of E. S. Schneidman (1966). Scale item frequencies for each respondent were tabulated and submitted for statistical analyses to the SPSS program discriminant analysis. This analysis identified significantly different functions which translated into patterns of thinking or cognitive styles. In addition this analysis identified the relative importance of functions as discriminators among groups and computed predictability scores which showed the percentage of respondents who were correctly classified according to cognitive styles. and demographic variables.<p>Findings of this study must be considered in relation to the following limitations: the size and nature of the stratified random sample; the reliability of the coders; the use of the unvalidated DACS scale; the ability of the analytical procedures to correctly discriminate among the study groups.<p> The study found that the groups which tended to think in relational styles were: Natives (Indian, Metis, Inuit), people with no university education or with less than one year at university; bilinguals (English and a native language); males; people under twenty years and over forty years of age. The terms Conflict-relational, Moral-relational and Inexactrelational were used to more precisely identify differing cognitive behaviors within the overall relational category. The groups which were found to exhibit analytical cognitive style behaviors included: the nonnative group; those respondents with two to four years of university education; and respondents between thirty and forty years of age. Subcategories within analytical styles were Conflict-analytical and Inexactanalytical.<p>When the Indian, Metis and Inuit respondents were combined into a "native" cultural group they strongly identified with the Moral-relational cognitive style (people-oriented, subjective, holistic, concerned with morals and ethics). The non-native group showed a strong negative relationship to this style. However, when each cultural group was analyzed separately, it was found that the Indian and Inuit subjects were somewhat more analytical (objective, linear, field-independent) than the Metis but less so than the non-natives. On the analysis of four groups, the nonnatives were found to relate to both relational and analytical styles of thinking, indicating a wide range of differences within the group.<p>It was concluded that significant differences existed in the cognitive styles preferred by respondents of different cultural, language, education, sex and age groups in this study. Cultural background was found to be the strongest discriminator in relation to cognitive style differences. It was further concluded that according to extrapolation of findings to the theoretical model it may be possible and desirable to modify curricula content and teaching techniques to achieve a closer match between teaching styles and cognitive and learning styles of. students of indigenous cultural backgrounds.