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Article: Thinking styles and modes of thinking: implications for education and research.

TitleThinking styles and modes of thinking: implications for education and research.
Authors
KeywordsModes of thinking
Thinking styles
Issue Date2002
PublisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.php
Citation
The Journal Of Psychology, 2002, v. 136 n. 3, p. 245-261 How to Cite?
AbstractThe author investigated the relationship of thinking styles to modes of thinking. Participants were 371 freshmen (aged 18 and 19) from the University of Hong Kong. Participants responded to the Thinking Styles Inventory (R. J. Sternnberg & R. K. Wagner, 1992) and the Style of Learning and Thinking (Youth Form; E. P. Torrance, B. McCarthy, & M. T. Kolesinski, 1988). A major finding was that creativity generating and complex thinking styles were significantly positively correlated with the holistic mode of thinking but significantly negatively correlated with the analytic mode of thinking. Thinking styles that denote the tendency to norm favoring and simplistic information processing were significantly positively correlated with the analytic mode of thinking and significantly negatively correlated with the holistic mode of thinking. In a preliminary conclusion, it appears that the thinking style construct overlaps the mode of thinking construct. Implications of this finding for teachers and researchers are delineated.
Persistent Identifierhttp://hdl.handle.net/10722/53496
ISSN
2015 Impact Factor: 1.25
2015 SCImago Journal Rankings: 0.482
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorZhang, LFen_HK
dc.date.accessioned2009-04-03T07:21:30Z-
dc.date.available2009-04-03T07:21:30Z-
dc.date.issued2002en_HK
dc.identifier.citationThe Journal Of Psychology, 2002, v. 136 n. 3, p. 245-261en_HK
dc.identifier.issn0022-3980en_HK
dc.identifier.urihttp://hdl.handle.net/10722/53496-
dc.description.abstractThe author investigated the relationship of thinking styles to modes of thinking. Participants were 371 freshmen (aged 18 and 19) from the University of Hong Kong. Participants responded to the Thinking Styles Inventory (R. J. Sternnberg & R. K. Wagner, 1992) and the Style of Learning and Thinking (Youth Form; E. P. Torrance, B. McCarthy, & M. T. Kolesinski, 1988). A major finding was that creativity generating and complex thinking styles were significantly positively correlated with the holistic mode of thinking but significantly negatively correlated with the analytic mode of thinking. Thinking styles that denote the tendency to norm favoring and simplistic information processing were significantly positively correlated with the analytic mode of thinking and significantly negatively correlated with the holistic mode of thinking. In a preliminary conclusion, it appears that the thinking style construct overlaps the mode of thinking construct. Implications of this finding for teachers and researchers are delineated.en_HK
dc.languageengen_HK
dc.publisherHeldref Publications. The Journal's web site is located at http://www.heldref.org/jp.phpen_HK
dc.relation.ispartofThe Journal of psychologyen_HK
dc.rightsThe Journal of Psychology: interdisciplinary and applied. Copyright © Heldref Publications.en_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectModes of thinkingen_HK
dc.subjectThinking stylesen_HK
dc.titleThinking styles and modes of thinking: implications for education and research.en_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0022-3980&volume=136&issue=3&spage=245&epage=261&date=2002&atitle=Thinking+styles+and+modes+of+thinking:+implications+for+education+and+researchen_HK
dc.identifier.emailZhang, LF: lfzhang@hkucc.hku.hken_HK
dc.identifier.authorityZhang, LF=rp00988en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.pmid12206274-
dc.identifier.scopuseid_2-s2.0-0040082027en_HK
dc.identifier.hkuros79118-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0040082027&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume136en_HK
dc.identifier.issue3en_HK
dc.identifier.spage245en_HK
dc.identifier.epage261en_HK
dc.identifier.isiWOS:000177575300001-
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridZhang, LF=15039838600en_HK

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