This thesis is concerned with gender-related differences of cognitive predispositions. Findings could be utilized predominantly in human resource management, pedagogy and psychology. The research was proceeded as a case study of 45 undergraduate students. Individual degree of masculinity/femininity (gender) was indicated by the Minnesota Multiphasic Personality Inventory (MMPI), while cognitive preferences were measured and described by Hermann Brain Dominance Instrument (HBDI). Another data were obtained by means of qualitative research methods, such as participant observation and semi-structured interviews. Besides, in general features were surveyed hand-lateral-preference, professional orientation and attention capability. All probands were divided into 6 categories according to gender and degree of MF. Synthesis of MMPI and HBDI results showed significant congruence between the gender-categories and a dominant preference of the HBDI{\crq}s cognitive styles: Masculine men {--} a dominant preference of A-mode (analytical thinking). Feminine men {--} a dominant preference of D-mode (imaginative thinking). Masculine women {--} a dominant preference of B-mode (sequential thinking). Feminine women {--} a dominant preference of C-mode (interpersonal thinking). This findings were in accordance with a professional orientation of the probands (regardless of the field of study they have choosen). Right-brain dominant students (mostly feminine men) were not well-adjusted to a classical passive teaching metods.

過去研究指出因為欠缺基礎數位素養，敏銳度不足造成國內學生面對大量網路訊息時，降低了過濾資訊的能力，因此建立起資訊篩選與評估的機制，培養數位閱讀能力與資訊素養，成為近幾年來熱門的議題。本研究以「閱讀知識合作標註學習系統」結合網路探究式學習，發展「合作式標註工具輔助網路探究式學習模式」，期望能創新資訊素養教學，為學生找到有效提升資訊尋求能力的新方法。 研究採用準實驗研究法，以新北市某國小五年級兩班共50名學生為研究對象，進行「網路資訊評估與判斷」的主題合作探究學習，其中一班25名學生被隨機分派到採用「合作式標註工具輔助網路探究式學習模式」為實驗組，另一班25名學生被隨機分派到採用「討論版工具輔助網路探究式學習模式」為控制組，以先備知識及認知風格作為背景變項，探討兩種不同學習模式的學生在學習成效、認知負荷、科技接受度與學習滿意度的影響與差異。 研究結果發現，相較於「討論版工具輔助網路探究式學習模式」，採用「合作式標註工具輔助網路探究式學習模式」對於中、低先備知識者以及場地獨立型風格學生的學習成效有很大助益；不論是採用哪一種學習模式的學習者在學習中，並不會產生過大的認知負荷；而在評估科技接受度以及學習滿意度上，低先備知識的學生認為採用「合作式標註工具」比採用「討論版工具」輔助網路探究式學習的幫助更大，同時在學習滿意度也更為顯著。 最後基於研究結果，提出發揮工具的優勢發展系列推廣課程，以及延伸應用批判性思考學習對教師進行教學的建議，以及未來可深入長時間發展、探究式學習的互動歷程行為、學習遷移等相關探討與研究，希望能作為資訊素養教育推廣下，研究領域探討議題的新方向。 / The past studies have suggested that the lack of basic digital literacy and acuteness has reduced Taiwanese students’ ability to filter information when facing a vast amount of Internet information. As a result, establishing a mechanism for selecting and assessing information, as well as cultivating digital reading ability and information literacy have been the hot topics in recent years. By combing the Reading Knowledge Collaborative Annotation Tool (CAT) with the Web-based inquiry-based learning, this study has developed the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” hoping to innovate the information literacy instruction and find new ways to effectively improve students’ information search capabilities. In this study, a quasi-experimental study method was adopted, and 50 fifth-graders from two classes in a certain elementary school in New Taipei City were selected as the research subjects to conduct the collaborative inquiry-based learning on the theme of “Internet Information Assessment and Judgment.” Among them, 25 students from one class were randomly assigned to the experimental group of adopting the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool,” while 25 students from another class were randomly assigned to the control group of adopting the “Web-based Inquiry-based Learning Model with the Discussion Board Tool.” With prior knowledge and cognitive style as background variables, the influences and differences in students’ learning effectiveness, cognitive load, technology acceptance, and learning satisfaction in two different learning models were thoroughly explored. The research results found that compared to the “Web-based Inquiry-based Learning Model with the Discussion Board Tool,” the “Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool” showed much higher benefits in the learning effectiveness for students with middle and low prior knowledge and with field independence. Both of these two models produce would not produce excessive cognitive load on students during the learning process. As for the assessments on technology acceptance and learning satisfaction, students with low prior knowledge considered that the Web-based Inquiry-based Learning Model with the Collaborative Annotation Tool was more helpful for them than the one with the Discussion Board Tool, and they also showed a higher significant level of learning satisfaction. Lastly, based on the research results, this study suggests that the advantages of the tool can be used to further develop a series of promotion courses, and the use of critical thinking learning can be extended to the teaching for teachers. Also, this study suggests that the long-term in-depth explorations of the interactive course behavior of inquiry-based learning, transfer of learning, and other relevant studies can be conducted in the future, hoping to provide as new directions of topics for the research field when promoting information literacy instruction.

Le style cognitif est un domaine bien étudié et approfondi dans les pays occidentaux, surtout aux États-Unis, mais il reste peu développé par les chercheurs chinois. Cette notion est à propos de la personnalité, de la façon de traiter des informations reçus chez les différents individus, et elle peut aussi porter une influence sur l’éducation, qui contient l’éducation de mathématiques. En Chine, les mathématiques sont une matière principale et importante dans le système éducatif, et sous un contexte particulier de la société chinoise, un système éducatif chinois s’est formé. La phase secondaire est la phase la plus représentative dans le système éducatif chinois, et sous le contexte particulier, il faut considérer les styles cognitifs les plus fréquents chez les élèves et aussi le style cognitif de chaque élève pour trouver des méthodes d’améliorer l’éducation mathématique aux écoles secondaires. Pour ce but, il faut bien prendre en considération le côté d’apprentissage et le côté de didactique. Ainsi, notre travail va commencer par une étude des recherches et des théories matures de style cognitif qui serviront de base théorique, et ensuite avec la présentation du contexte de l’éducation mathématique en Chine nous allons pouvoir mieux le lier avec le style cognitif. Avec les résultats de notre recherche nous analysons et proposons des manières possibles au niveau de politique, de didactique et d’apprentissage pour améliorer l’éducation mathématique aux écoles secondaires en profitant des théories de style cognitif et des résultats de notre recherche. / The cognitive style is a well-developed and studied domain in western countries, especially in USA, but it is still a new ground for Chinese researchers. This conception is about the personality, the way to treat the received information for individuals, and it can also influence the education, which includes of course the mathematic education. In China, the mathematic is a principle subject at school in the Chinese educational system. With a special background in the society of China, a special educational system has been formed. The secondary education is the most typical in this educational system, and we need to think about the most frequent cognitive styles among Chinese students and also the cognitive style of each student to find the best methods to make the mathematic education better and more appropriate. For this destination, we need to consider the side of learning and the side of teaching. Therefore, our work will start by a presentation of the researches of cognitive styles and those mature theories, which can be our theoretical base, and then we will connect the education of mathematic with cognitive styles by a presentation of the situation of mathematics education in China. With the results of our research, we will analysis and make some advises about the politics of education, of the teaching and learning methods to try to ameliorate the mathematic education in China with help of cognitive styles and this research.

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Truancy is one of the problems that exist in schools and affect learners' performance. The aim of the current study was to determine how truancy manifests and also to explore the life world of truants in secondary schools. From the literature review, the two types of truancy, namely blanket truancy and post-registration truancy were described. Various programmes and approaches used in truancy intervention were explored. An empirical investigation was undertaken with a sample of 758 Grade 10 learners from three secondary schools. The results indicated that significantly more males than females engaged in truancy. There is also a significant dependency between learning problems and truancy. The results of the study were analysed and recommendations for intervention and for further study were made. / Educational Studies / M.Ed. (Guidance and Counseling)

Personality, psychological type and cognitive ability are frequently implied to be underlying causes of differences in reasoning processes, decision-making processes and general success in a job. However, there is a trend towards utilising cognitive and personality measures interchangeably in the context of selection and development, particularly as it pertains to selection based on cognitive ability and cognitive style. The general aim of this research was therefore to investigate the relationship between psychological type, as measured by the Myers-Briggs Type Inventory (MBTI), and cognitive abilities and styles as measured by the Cognitive Process Profile (CPP). Cognitive ability is discussed under the cognitive psychology paradigm. A clarification of concepts associated with cognitive psychology is provided, and the CPP model is introduced as an integrative model encompassing aspects of cognitive ability and cognitive style. Psychological type is discussed under the analytical psychology paradigm, with a focus on personality structure, dynamics and development. This is then integrated into an overview of Jung's theory of personality types and the development of the MBTI. An empirical investigation, utilising Pairwise comparisons and Chi-square statistics was conducted. The results were then integrated to enable a better understanding of the relationship between cognition and personality. Based on this, it was concluded that there is insufficient evidence to suggest that a relationship exists between cognitive styles (as defined by the CPP) and personality (as defined by the MBTI). There were however, sufficient statistically significant findings to suggest that there is some relationship between cognitive processes / competencies and personality. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

The senior secondary school learners' limited English proficiency motivated the researcher to investigate the extent to which contextual and learner factors contributed to this problem. The ultimate aim was to recommend guidelines for dealing with the problem. The review of literature and empirical methods of research were used to this effect. The literature review revealed that the learners' societal, home/family and school/classroom contexts contributed to learners' development ofESL proficiency. It further showed that the independent learner factors (i.e. learner factors that are not influenced by the context from which the learner comes and/or in which SLA takes place) and dependent learner factors (i.e. learner factors that are completely or partly subject to the influence of the context from which the learner comes or in which SLA takes place) significantly influenced the development ofESL proficiency. With its focus on language learning strategies, the empirical investigation found a significant relationship between the learners' level ofESL proficiency and use of direct strategies (i.e. strategies that involve the mental processing of the target language, albeit in different ways and for different purposes). The investigation found no significant relationship between the learners' level of ESL proficiency and use of indirect strategies (i.e. strategies that underpin the process of language learning). Several contextual and learner factors were found to influence the relationship between the learner's strategy use and the development ofESL proficiency. These findings formed the basis for recommending specific guidelines for dealing with limited ESL proficiency, as well as recommending possible directions for future research. / Educational Studies / D. Ed. (Didactics)

本研究成果冀望對於減輕圖書教師或館員在圖書館利用教育實施上的負擔，以發展結合網路學習讓學習者自學的有效圖書館利用教育模式。據此本研究探討發展之「合作式網路探究圖書館利用教育模式」對於學習者的學習成效、網路態度、科技接受度及學習滿意度，是否優於目前普遍被採用的「網路式圖書館利用教育模式」。此外，本研究亦探討場地獨立型與場地相依型不同認知風格及高低網路自我效能學習者利用「合作式網路探究圖書館利用教育模式」進行圖書館利用教育學習，在提升學習成效、網路態度、科技接受度及學習滿意度上是否與「網路式圖書館利用教育模式」具有顯著的差異，希望據此探討這兩個背景變項對於「合作式網路探究圖書館利用教育模式」輔以圖書館利用教育實施的影響。 本研究採用準實驗研究法，隨機選取新北市某公立小學六年級二個班為研究對象，一班為實驗組，共有30人，採用「合作式網路探究圖書館利用教育模式」學習模式；一班為控制組，共有31人，採用「網路式圖書館利用教育模式」學習模式，在90分鐘共二堂課時間內，分別實施不同模式之圖書館利用教育課程。 實驗結果顯示利用「合作式網路探究圖書館利用教育模式」進行學習的實驗組學習者，在學習成效及網路態度上皆顯著優於採用「網路式圖書館利用教育模式」的控制組學習者。在學習滿意度上兩組則無顯著差異。科技接受度的「認知有用性」上，實驗組學習者顯著優於控制組學習者；但是在科技接受度的「認知易用性」方面，兩組之間則無顯著差異。另外，本研究所發展的「合作式網路探究圖書館利用教育模式」對於場地相依型和網路自我效能較低的學習者的學習成效特別具有助益。但是「合作式網路探究圖書館利用教育模式」對於學習者的網路態度，並不會因不同個人認知風格與網路自我效能而有所差異。 / The research aims to explore the influences on students' learning effectiveness and internet attitude by using inquiry-based learning skills of Collaborative Web-based Inquiry Science Environment (CWISE) library instruction. Besides, it also find out the difference of learning effectiveness, internet attitude and learning satisfaction between field-independence and field-dependence cognitive styles, as well as high and low internet self-efficacy learners when using CWISE library instruction. The study would also help to reduce the burden on teachers or librarians and to provide self inquiry-based library instruction. The quasi-experimental design is used under the restriction of education environment. Two grade 6 classes of a public elementary school in New Taipei City are chosen randomly and devided into two groups. 30 students in experimental group is proceeded with CWISE library instruction, and 31 students in control group is proceeded with web-based library instruction. Both library instruction model are taken for 90 minutes in two periods. The results show that learning outcomes from CWISE group are better than traditional web-based instruction group in all aspects. In addition, the instruction of CWISE is benefit to learning outcomes for field-dependent cognitive style and low internet self- efficacy learners. However, the students' internet attitude isn't influenced by cognitive style and internet self-efficacy after CWISE library instruction.

The present diploma thesis focuses on the relation of the bilingualism and the cognitive style of field dependence/independence. Its first theoretical chapter deals with the issue of cognitive styles, in particular field dependence/independence, its history, possibilities of testing, namely the Embedded Figures Test and its group and online modifications. The second chapter of the theoretical part provides a characteristics and description of the phenomenon of bilingualism, its classification and a review of selected studies of bilingualism in relation to cognitive abilities and with the concept of field (in)dependence. During the former researches, higher tendency to the field-independence in youth non-adult bilinguals was proved. The purpose of the empirical part of this thesis aims to find, using the Online Group Embedded Figures Test, if the bilinguals still differ in this higher tendency from monolinguals in the adulthood. Based on the sample of 30 adult individual natural bilinguals, whose results in the Online GEFT test were compared to the results of 30 adult monolinguals in the same test, a statistically significant difference was not proved. From this result we can claim, that in adulthood, the difference of the field-independence between bilingual and monolingual population tends to...

Le immagini mentali sono un analogo della percezione? Studiando i pazienti con danni cerebrali, abbiamo visto che le menomazioni percettive sono spesso associate a limitazioni nella capacità di creare immagini (Farah 1988, 2000). Nella recente letteratura tuttavia sono riportati casi di doppia dissociazione, in cui funzioni percettive sono preservate e quelle immaginative danneggiate, o viceversa, funzioni percettive danneggiate ma intatta capacità immaginativa. Nel seguente studio l’obiettivo è indagare i rapporti tra la percezione e immaginazione in pazienti con danno cerebrale, in 5 diversi domini: forme, colori, volti, materiale ortografico e relazioni spaziali. Nel primo studio l'obiettivo era di esplorare le immagini mentali e la capacità di percezione visiva in pazienti con lesioni cerebrali attraverso una batteria di test sviluppata da Bachoud Levi, Bartolomeo, Chokron nel 2001 e adattata per il campione italiano da Antonietti, Oliveri, Incorpora et al. (2008). In un secondo studio abbiamo indagato le relazioni tra imagery e stile cognitivo visualizzatore/verbalizzatore, proponendo 2 questionari (VVQ e QSVV). Infine in un terzo studio, attraverso indagini strumentali (DTI, TAC, RMN) in un gruppo di pazienti con danno focale e deficit specifici di imagery, abbiamo individuato le correlazioni tra deficit nei diversi domini dell’imagery e della percezione con i danni corrispondenti a livello neurale. / Is imagery an analogous of perception? By studying patients with brain damage we saw that perceptual impairments are often associated to limitations in the ability to create images (Farah 1988, 2000). In recent literature we found cases of double dissociation, in which perceptual functions are preserved and those imaginative impaired or, vice versa, there are damaged perception functions but intact imaginative capacity. We aim to investigate the relationships between perception and imagery in patients with brain damage, in 5 different domains: shapes, colour, faces, orthographic material and spatial relationships. In the first study the aim was to explore mental imagery and visual perception skills in patients with brain injury through a battery of tests developed by Bachoud-Lèvi, Bartolomeo, Chokron in 2001, and readapted for the Italian sample by Antonietti, Oliveri, Incorpora et aal (2008). In a second study we investigated the relationships between imagery test performance and visualizer/verbalizer cognitive style, detected by proposing 2 questionnaires (VVQ and QSVV). Finally in a third study, through instrumental investigations (DTI, TAC, MRI) in a group of patient with focal damage and specific imagery deficit, we aimed to correlate imagery and perception deficits to corresponding impairment in neural correlates.