This study was designed to examine two questions. First, does increasing Myers-Briggs Type similarity correlate with improved performance by counselor supervisor/supervisee dyads? Second, is the Communication Style Adjustment Index superior to the cognitive style scale matching procedure as a method of quantifying MBTI similarity in dyads? Sixty-eight supervisor/supervisee dyads were recruited from University of North Texas Counselor Education Master's level practicum classes. Supervisee class rankings and supervisor performance ratings were correlated with the dyads' MBTI similarity as measured by the Communication Style Adjustment Index and the cognitive style matching procedure. While none of the hypotheses were supported it was noted that there was interaction approaching significance between dyadic similarity using the Communication Style Adjustment Index and supervisor performance ratings.

Project managers can be change agents providing direction and motivation for subordinates to meet and exceed goals; however, there is a lack of information about the soft skills needed to achieve project success. Understanding the relationship between cognitive style and transformational leadership to software project outcomes is important. This study describes the lived experiences of software project managers by focusing on their attitudes towards, perceptions of, and behaviors related to using transformational leadership and cognitive styles in agile software development environments. Husserlian phenomenological design was used to identify the structure of participants' experiences. The naturalistic decision-making model and the theory of constraints were a framework for the study. Software project managers identified as transformational leaders were selected from government agencies and commercial companies. Prior to being interviewed, individuals completed the Cognitive Style Indicator. In-depth, semistructured interviews and member checking were used for data collection. Qualitative, phenomenological analysis was used to code the interview data and identify thematic response categories. Results indicated that transformational leaders possessing a planning or creating cognitive style stimulate an environment with an uplifting work atmosphere in which team members are fulfilled and product development outcomes are successful. The implications for positive social change include broadening project managers' leadership and decision making regarding overall project success and leading executives to reexamine the leadership and decision-making styles of their managers resulting in their organizations' prosperity, employee effectiveness, and cost containment.

The purpose of this embedded sequential explanatory case study with a quantitative→qualitative two-strand design of inquiry was to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the quantitative strand of research was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption-innovation theory guided the research. In the quantitative strand, the Kirton Adaption-Innovation Inventory was used to measure the cognitive style of teachers and students, a researcher developed survey was used to measure dyadic intensity, the Leader-Member Excellence—Shared-Leadership Exchange instrument was used to measure the perceived quality of dyadic relationships between teachers and students, and the North Carolina CTE end of course tests were used to measure student achievement in CTE classes. Additionally, demographic information was collected from teacher and student participants. In the qualitative strand, four teachers and eight students were interviewed. The purpose of the qualitative strand was to investigate how teachers and students describe their dyadic relationships. Data from both the quantitative and qualitative strands were mixed to allow for a stronger interpretation and explanation of the quantitative and qualitative results. Statistically significant relationships were identified among the various dimensions of teacher-student relationships. There was a weak, positive relationship between dyadic intensity and student GPA. A weak, positive relationship was found between dyadic intensity and teacher LMX. There was a weak, positive relationship between dyadic intensity and student LMX. There was a weak, positive relationship between student GPA and teacher LMX. A moderate, positive relationship was found between student GPA and student LMX. A moderate, positive relationship was found between student GPA and student achievement. Additionally, there was a moderate, positive relationship between teacher LMX and student LMX. A path analysis of quantitative data indicated that student GPA had a significant effect on teacher LMX. Teacher LMX and student GPA had a significant effect on student LMX. Lastly, student GPA had a significant effect on student achievement. Qualitative data validated the quantitative findings. Further, five themes surfaced from the qualitative data providing support for additional findings. The researcher recommended future investigation of the impacts of leader-member exchange and cognitive style on student achievement using alternative indicators of student achievement, an exploration of how involvement in a career and technical student organization (CTSO) interacts with teacher-student relationships and student achievement through the lens of leader-member exchange, and an examination of the impacts of leader-member exchange and cognitive style on student achievement outside of the context of CTE. The quality of teacher-student relationships from both the teacher's perspective and the student's perspective are affected by a student's grade point average. Student grade point average has a significant effect on student achievement. Much remains unknown about the antecedents of teacher-student relationships and how the relationships between teachers and students may interact with student achievement. / Ph. D.

The aim of this dissertation was to address a theoretical debate on belief bias. Belief bias is the tendency for people to be influenced by their prior beliefs when engaged in deductive reasoning. Deduction is the act of drawing necessary conclusions from premises which are meant to be assumed as true. Given that the logical validity of an argument is independent of its content, being influenced by your prior beliefs in such content is considered a bias. Traditional theories posit there are two belief bias components. Motivated reasoning is the tendency to reason better for arguments with unbelievable conclusions relative to arguments with believable conclusions. Response bias is the tendency to accept believable arguments and to reject unbelievable arguments. Dube et al. (2010) pointed out critical methodological problems that undermine evidence for traditional theories. Using signal detection theory (SDT), they found evidence for response bias only. We adopted the SDT method to compare the viability of the traditional and the response bias accounts. In Chapter 1 the relevant literature is reviewed. In Chapter 2 four experiments which employed a novel SDT-based forced choice reasoning method are presented, showing evidence compatible with motivated reasoning. In Chapter 3 four experiments which used the receiver operating characteristic (ROC) method are presented. Crucially, cognitive ability turned out to be linked to motivated reasoning. In Chapter 4 three experiments are presented in which we investigated the impact of cognitive ability and analytic cognitive style on belief bias, concluding that cognitive style mediated the effects of cognitive ability on motivated reasoning. In Chapter 5 we discuss our findings in light of a novel individual differences account of belief bias. We conclude that using the appropriate measurement method and taking individual differences into account are two key elements to furthering our understanding of belief bias, human reasoning, and cognitive psychology in general.

英語為目前使用的最為普遍的國際語言，英語能力已成為每個學生都需要養成的基本能力，而英語字彙的學習，更是學好英語的最重要基礎，因此如何幫助學生學好英語也就越顯重要。 隨者資訊科技日新月異的發展，透過電腦輔助語言學習已成為發展趨勢，近年來利用自律機制輔助數位學習的研究，已證實自律機制有助於提升學習成效，然而目前仍少有研究將自律學習機制應用於英語學習，特別是英語字彙學習。因此本研究所發展一「具自律學習機制支援之英語字彙學習APP」，可以讓學習者監控並提醒自己所設定的英語字彙自律學習目標，希望藉由敦促學習者達成自己所設定的自律學習目標，促進學生利用零碎時間學習，提升學習者的英語字彙學習成效。為了驗證「具自律學習機制支援之英語字彙學習APP」是否有助於提升英語字彙學習成效，本研究隨機選取國小六年級二個班級學生為研究對象，將其中一班隨機分派為採用「具自律學習機制支援之英語字彙學習APP」的實驗組，另一班為採用「無自律學習機制支援之英語字彙學習APP」的控制組，分別進行為期三週的英語字彙學習活動。實驗結果發現： (1).實驗組學習者學習成效及學習動機顯著優於控制組學習者 (2)實驗組場地相依學習者學習成效及學習動機顯著優於控制組場地相依學習者 (3).實驗組男性學習者在學習成效及學習動機均顯著優於控制組男性學習者 (4).實驗組女性學習者在學習成效及學習動機均顯著優於控制組女性學習者 (5).實驗組學習者進行自律學習後的學習成效及學習動機均顯著提升 (6).實驗組女性學習者學習成效及學習態度優於實驗組男性學習者 綜合本研究之研究結果，建議未來可以延長實驗時間，進行自律鷹架的去除，瞭解學生是否會因此養成自律學習的能力。此外根據學生的回應，希望APP中具休閒的功能，故亦可往遊戲化學習方向進行研究。 關鍵字： 自律學習(Self-regulated Learning)、學習成效(Learning Performance)、認知風格(Cognitive Style)、英語字彙學習(English Vocabulary Learning) / English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important. Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that (1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group. (2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group. (3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group. (4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group. (5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning. (6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group. Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future. Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning

Tyrimo tikslas – nustatyti sąsajas tarp asmens ir darbo aplinkos reikalavimų kognityvinio stiliaus, subjektyvaus atitikimo darbo aplinkos reikalavimams ir ketinimo išeiti iš darbo. Tyrime dalyvavo 136 bendrosios praktikos slaugytojų. Visos bendrosios praktikos slaugytojos dirba toje pačioje įstaigoje. Jų amžius svyravo nuo 23 iki 73 (vidurkis 49,55 metų). Šiame darbe teoriniu pagrindu pasirinktas Cools, Van den Broeck (2007) 3 dimensijų kognityvinio stiliaus modelis, pagal kurį kognityvinis stilius gali būti skirstomas į žinantį, planuojantį ir kūrybišką. Šis modelis pasirinktas dėl to, kad naudojant tą patį indikatorių galima nustatyti ir bendrosios pratikos slaugytojų kognityvinį stilių, ir kognityvinį stilių, kurio jų nuomone reikalauja darbo aplinka. Patikrinus asmens kognityvinio stiliaus ir kognityvinio stiliaus, kurio reikalauja darbo aplinka, atitikimą, buvo vertinamos sąsajos su darbuotojų subjektyviu atitikimu darbo aplinkos reikalavimams bei ketinimu išeiti iš darbo. Tyrimo rezultatai parodė, kad bendrosios praktikos slaugytojoms ir jų darbo aplinkai būdingi du kognityviniai stiliai - žinantis ir planuojantis. Nera rasta sąsajų tarp asmens ir darbo aplinkos kognityvinių stilių atitikimo, subjektyvaus atitikimo darbo aplinkai bei ketinimo išeiti iš darbo. Tačiau pastebėta, kad kuo yra didesnis subjektyvus atitikimas darbo aplinkai, tuo yra mažesnis ketinimas išeiti iš darbo. / The aim of the research is to assess the relations between person’s and his work environment cognitive styles as well as subjectively perceived fit of work environment demands and intention to quit. 136 nurses of general practice took place in the research. All the nurses work in the same organization. Their age is ranged between 23 to 73 years (the average being 49,55 years). As the theoretical cornerstone the model of three dimensional cognitive style of Cools Van de Broeck, Bouckenooghe (2009) was chosen. According to it the cognitive style can be divided into the following criteria: the knowing, the planning and the creative one. This model was chosen because using the same indicator it is possible to determine the cognitive style of the nurses as well as the cognitive style which, according to their opinion, is required by the work environment. After testing the congruence between the cognitive style of a person and the one required by the work environment the connection of personnel’s subjective fit towards the requirements of work environment and the intention to quit the work was assessed. The results of the research showed that two cognitive styles, namely, the knowing and the planning are typical to the nurses of general practice as well as their work environment. There are no connection found between the person’s and his/hers work environment cognitive styles fit, as well as the subjective fit towards the work environment and the intention to quit the work... [to full text]

Neste trabalho foi estudada a utilização de um sistema hipermídia como um instrumento de avaliação de conhecimento prévio e de medida educacional, dentro da perspectiva da teoria da carga cognitiva e da teoria da aprendizagem significativa, em ensino de cinemática. Para isso, foi realizada uma revisão da literatura em hipermídias adaptativas e a resolução de problemas. A parte experimental do trabalho foi fundamentada na literatura em hipermídias e os resultados foram analisados com o citado aporte teórico. Para tanto, foi desenvolvida uma aproximação teórica entre a aprendizagem significativa e a teoria da carga cognitiva, juntamente com os aspectos teóricos elaborados pela literatura em hipermídia adaptativa. Em um primeiro estudo, foi desenvolvida uma metodologia exploratória para a construção de uma hipermídia programada para registrar dados referentes às respostas dos alunos, e, também, a sua navegação dentro da hipermídia durante um teste sobre velocidade média, sendo aplicado a um grupo de alunos do primeiro ano do Ensino Médio do Instituto Federal do Rio Grande do Sul, no campus Ibirubá, RS, Brasil. O primeiro estudo revelou que a atribuição teórica da dificuldade das questões foi satisfatória e que os alunos possuem a tendência de se estabilizar em determinada dificuldade No segundo estudo, aplicado sobre alunos do primeiro ano do Ensino Médio do Instituto Federal do Rio Grande do Sul, no campus Bento Gonçalves, RS, Brasil, foi abordado um estudo de caso, onde o conteúdo produzido pelos alunos foi analisado a partir da sua interação com a hipermídia num contexto de ensino de cinemática, só que agora com uma carga de matéria superior ao primeiro estudo e não apenas sobre a velocidade média. Além de corroborar a atribuição da dificuldade das questões, percebeu-se que não é possível alinhar o estilo cognitivo do aluno com o seu estilo de navegação. Sob a luz do referencial teórico, tentou-se entender esses resultados e fez-se uma crítica à lógica da tentativa de utilizar o estilo cognitivo como método de adaptação da navegação. Por fim, sugere-se uma série de diretrizes que devem ser seguidas para futuros estudos em hipermídias adaptativas no ensino de cinemática. / In this research it was analyzed the use of a hypermedia system as a evaluating instrument of previous knowledge and learning assessment, within the perspective of the cognitive load theory and of the meaningful learning theory, in the teaching of kinematics. For this, initially a review of the literature on adaptative hypermedia and problem solving. The experimental part of research was based on the literature about hypermedia and the findings were interpreted in the light of these theories. It was also made a theoretical approximation between the meaningful learning theory and the cognitive load theory, together with the theoretical features of adaptative hypermedia found in the literature. In the first study an exploratory methodology was developed for the construction of a hypermedia programmed to make records of the answers given by the students as well as their browsing within the hypermedia during a test on average speed applied to students of high school first year of the Federal Institute of Rio Grande do Sul, Ibirubá campus, Brazil. Findings of the first study suggest that the theoretical distribution of the difficult level of the questions was satisfactory and that the students tend to stay in the certain difficult. The second study was carried out with high school first year students of the Federal Institute of Rio Grande do Sul, campus Bento Gonçalves, Brazil A case study was done, in which the content produced by students in their interaction with the hypermedia in the context of kinematics teaching was analyzed, but in this case with a context load higher than in the first study that was just about average speed. In addition of corroborating the level of difficult of the question it was found that it is not possible to align the students cognitive style and their browsing style, In the light of the theoretical framework an attempt was made to interpret these findings and a critical position was assumed regarding the logic of using cognitive style as adaptative method of browsing. At the end, a series guideline is proposed for future studies about the use of adaptative hypermedia in the teaching of kinematics.

This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative learning. Also, teaching students to adopt traits associated with conscientiousness that improve academic achievement like self-regulation may help improve perceptions of collaborative experiences.

Background: Previous studies have shown that intuition occurs in decision making in small enterprises. However, these studies have not illuminated which decision attributes leads to intuitive decision making. Purpose: The purpose with this study is to contribute with an increased understanding of which decision attributes leads managers in small enterprises to use intuition in decision making and why these decisions attributes have an impact on the role of intuition. The follow-ing research question will be answered in our study: Which decision attributes leads to intui-tive decision making in small enterprises, and why? Method: To answer the research question we have conducted semi structural interviews with managers in small enterprises to achieve a deeper understanding of the role of intuition. We have also used a method called Visual Card Sorting as a complement to the semi structural interviews. Result/conclusion: The result of our study indicates that the relevance and the uncertainty of a decision have the greatest significance in the use of intuition in decision making in small enterprises. A possible explanation for an increased use of intuition in decisions with less relevance is that the decision maker does not need to legitimize these decisions to others. Our results regarding the uncertain decisions are however two folded. Managers partly believe that uncertain decisions needs to be balanced by an analysis to reduce the uncertainty, but some managers also believe that when making uncertain decisions they do not have any other choice, than to rely on their intuition. We have also found some support for the theory of task cuing, since intuition-like attributes, such as subjective and imprecise information, seems to induce managers to use intuition, while analysis-like attributes, such as objective and precise information, seems to induce analysis. Our result however, indicates that the relevance of a decision has a slightly greater impact on intuitive decision making, than the theory of task cuing has.

The aim of the study was to investigate how well the geometry achievement is explained by field dependency/ independency cognitive styles, spatial orientation, spatial visualization and attitude toward geometry. The sample of the study was composed of 378 ninth grade students (183 male and 195 female) from five different lycees in EskiSehir. The types of schools participating in the study were General High School, Anatolian High School, Commercial Vocational High, and Anatolian Fine Art High School. The data were collected by using four instruments, which were Group Embedded Figure Test ( GEFT ) , Spatial Ability Tests, Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS). GEFT developed by Witkin, Oltman, Raskin and Karp ( 1971 ) was used to determine students&rsquo / cognitive styles. Another test, The Spatial Ability Test developed by Ekstrom and colleagues (1976) was composed of four sub-tests. Two of them were aimed to measure spatial orientation, which were Cube Comparison and Card Rotation test. The others were developed to measure spatial visualization, which were Paper Folding and Surface Development tests. The Turkish version of the tests translated by Delialioglu (1996) used in the study. In order to measure geometry achievement, GAT was developed by researcher. GAS developed by Bulut, iSeri, Ekici and Helvaci (2002) was used to measure the dimension of like/dislike geometry, usefulness of geometry and anxiety about geometry. The data conducted from the research sample through the tests and scale was analyzed by using regression analysis. The multiple regression analysis indicated that students&rsquo / cognitive styles were the most significant variable in explaining their geometry achievements. The other predictive variables also made statistically significant contribution in explaining the variance in geometry achievement. Four predictive variables of the study were entered the regression model, and explained the % 47 of the variance in geometry achievement. The findings of the study suggested that students&rsquo / field dependency/ independency cognitive style had high importance in learning geometry / and it should have taken into the consideration in teaching geometry.