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Continuous-Discontinuous Concept Attainment as a Function of Individual Differences in Cognitive Style
10 references·1 citing·38 second hop
Continuous-Discontinuous Concept Attainment as a Function of Individual Differences in Cognitive Style (1973)Continuous-Discontinuous Concept Attainme…Psychological Differentiation: Studies of Development (1974)Psychological Differentiation…A Manual for the embedded figures tests (1971)A Manual for the embedded fig…Stability of cognitive style from childhood to young adulthood. (1967)Stability of cognitive style …Reversals prior to solution in concept identification. (1963)Reversals prior to solution i…Psychological Differentiation: Studies of Development (1963)Psychological Differentiation…A fundamental property of all-or-none models, binomial distribution of responses prior to conditioning, with application to concept formation in children. (1963)A fundamental property of all…Reversal and nonreversal shifts in kindergarten children. (1959)Reversal and nonreversal shif…Review of Personality through perception. (1954)Review of Personality through…Personality Through Perception. An Experimental and Clinical Study.H. A Witkin, H. B. Lewis , M. Hertzman , K. Machover , P. Bretnall Meissner , S. Wapner (1954)Personality Through Perceptio…Continuous versus non-continuous interpretations of discrimination learning. (1940)Continuous versus non-continu…Memoria de trabajo y estilo cognitivo dependiente-independiente de campo en estudiantes de 15 y 16 años en el área de matemáticas de instituciones educativas de la ciudad de Medellín - Colombia (2025)Memoria de trabajo y estilo c…A study of the continuity of the problem-solving process. (1938)Testing the null hypothesis and the strategy and tactics of investigating theoretical models. (1962)Further Considerations on Testing the Null Hypothesis and the Strategy and Tactics of Investigating Theoretical Models. (1963)Concept-shift and discrimination-reversal learning in humans. (1967)Human discrimination learning: The subset-sampling assumption. (1970)The Development of Discrimination Learning: A Levels–of–Functioning Explanation (1979)Personality through Perception (1955)Statistical principles in experimental design. (1962)Field Dependence in a Geriatric Population (1967)Continuity and change in personality. (1969)An Organization of Learning Styles Theory and Constructs. (1983)Parental investment theory and gender differences in the evolution of inhibition mechanisms. (1996)Analysis of the formation of visual discrimination habits in chimpanzee. (1937)Differential production of positive and negative discriminative stimuli by normal and retarded children (1981)Discrimination learning during the first year: Stimulus and positional cues. (1990)Problem solving, inhibition and domain-specific experience: experiments on cottontop tamarins, Saguinus oedipus (2002)Markov Learning Models for Multiperson Interactions (1962)Stimulus emphasis and all-or-none learning in concept identification. (1963)Modern Learning Theory and The Elementary-School Curriculum (1964)Stimulus uncertainty as a variable in the development of conceptual ability (1965)The Reciprocal Effects of the Substantive Complexity of Work and Intellectual Flexibility: A Longitudinal Assessment (1978)Occupational Self‐Direction, Intellectual Functioning, and Self‐Directed Orientation in Older Workers: Findings and Implications for Individuals and Societies (2004)Prenatal and postnatal hormone effects on the human brain and cognition (2013)Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications (1977)Cognitive Styles—an overview and integration (1991)Magnetic Resonance Imaging Volumes of the Hippocampus and the Amygdala in Women With Borderline Personality Disorder and Early Traumatization (2000)Cognitive styles: Some information and implications for instructional design (1978)Class-Inclusion Reasoning in Children: A Review of the Empirical Literature (1980)Relationship Between Visual and Kinesthetic Imagery, Field Dependence-Independence, and Complex Motor Skills (2004)The American revolution. (1960)Verbal mediation as a function of age level. (1962)The Concept of the Concept11The writer wishes to express his great appreciation to the Office of Naval Research and to the National Science Foundation for their support of his research efforts in the field of classificatory and problem-solving behavior. Thanks are also due to Tracy S. Kendler for her helpful reading of the manuscript. (1964)On the Nature of Cognitive Style (1997)Learning styles and pedagogy in post-16 learning (2004)Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research (2011)Why do Groups Make Riskier Decisions Than Individuals? (1970)An Experimental Investigation of Specificity and Generality in Memory Narratives (1992)The effect of culture on perception and cognition: A conceptual framework (2013)
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References

  • 1971A Manual for the embedded figures tests1,200 cited
  • 1963Psychological Differentiation: Studies of Development463 cited
  • 1967Stability of cognitive style from childhood to young adulthood.342 cited
  • 1954Review of Personality through perception.340 cited
  • 1974Psychological Differentiation: Studies of Development338 cited
  • 1959Reversal and nonreversal shifts in kindergarten children.202 cited
  • 1963A fundamental property of all-or-none models, binomial distribution of responses prior to conditioning, with application to concept formation in children.133 cited
  • 1940Continuous versus non-continuous interpretations of discrimination learning.129 cited
  • 1954Personality Through Perception. An Experimental and Clinical Study.H. A Witkin, H. B. Lewis , M. Hertzman , K. Machover , P. Bretnall Meissner , S. Wapner105 cited
  • 1963Reversals prior to solution in concept identification.68 cited

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  • 2025Memoria de trabajo y estilo cognitivo dependiente-independiente de campo en estudiantes de 15 y 16 años en el área de matemáticas de instituciones educativas de la ciudad de Medellín - Colombia0 cited

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