Sage Journals: Discover world-class research

Abstract

Recently, it has become more acceptable to assume two different types of cognitive processes: analytic, rule-based, and sequential versus holistic, episode-based, or simply "nonanalytic." Results of both educational research and cognitive laboratory research suggest the presence of a holistic-analytic continuum of individual differences in cognitive functioning. The present investigation was designed to compare several potential measures of the holistic-analytic dimension. Evidence for construct validity comes from the convergence of measures that should theoretically assess the holistic-analytic dimension (i.e., sensing, intuiting, judging, and perceiving on Myers-Briggs Type Indicator; the left and right hemispheric preferences of the Human Information Processing Survey; and the Fact Retention, Methodical Study, Holist and Serialist scales of the Inventory of Learning Processes). Construct validity of the holist-analytic dimension was also supported by the divergence of measures assessing a dimension theoretically unrelated to the holistic-analytic construct (i.e., the introversion extraversion scales of the Myers-Briggs and the Eysenck Personality Questionnaire). Additional findings revealed a relationship between the Deep and Elaborative Processing scales of the Inventory of Learning Processes and the Integrated scale of the Human Information Processing Survey.

Get full access to this article

View all access options for this article.

References

Alesandrini, K. I. (1981). Pictorial-verbal and analytic-holistic learning strategies in science learning. Journal of Educational Psychology, 73, 358-368.

Alesandrini, K. I. , Wittrock, M. C. and Langstaff, J. J. (1984). Visual-verbal and analytic-holistic strategies, abilities, and styles. Journal of Educational Research, 77, 151-157.

Brooks, L. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch and B. B. Lloyd (Eds.), Cognition and Categorization. Hillsdale, N. J.: Erlbaum.

Eysenck, H. J. and Eysenck, S. B. G. (1975). Manual of the Eysenck Personality Questionaire. San Diego: Educational and Industrial Testing Service, Inc.

Geisler-Brenstein, E. (1987). The development of a cross-cultural inventory of learning processes. Unpublished Master's Thesis, Department of Psychology, Southern Illinois University, Carbondale, Illinois.

Haggerty, L. (1990). Information processing strategies of women enrolled in traditional and nontraditional college majors. Western Journal of Nursing Research, 12, 525-536.

Kemler-Nelson, D. G. (1984). The effect of intention on what concepts are acquired. Journal of Verbal Learning and Verbal Behavior, 23, 734-759.

Kemler-Nelson, D. G. (1988). When category learning is holistic: A reply to Ward and Scott. Memory and cognition, 16, 79-84.

McCarthy, P. R. , Shaw, T. , and Schmeck, R. R. (1986). Behavioral analysis of client learning style during counseling. Journal of Counseling Psychology, 33, 249-254.

10.

Myers, I. B. and McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press.

11.

Schmeck, R. R. (1983). Learning styles of college students. In R. Dillon and R. R. Schmeck (Eds.), Individual differences in cognition. New York: Academic.

12.

Schmeck, R. R. (1988). Learning styles and learning strategies. New York: Plenum Press.

13.

Schmeck, R. R. and Geisler-Brenstein, E. (1989). Individual differences that affect the way students approach learning. Learning and Individual Differences, 1, 85-124.

14.

Schmeck, R. R. , Geisler-Brenstein, E. , and Cercy, S. (1991). Self-concept and learning: The revised Inventory of Learning Processes. Educational Psychology, 11, 342-362.

15.

Schmeck, R. R. , Ribich, F. D. and Ramanaiah, N. , (1977). Development of a self-report inventory for assessing individual differences in learning processes. Applied Psychological Measurement, 1, 413-431.

16.

Taggart, W. and Torrance, P. (1984). Human Infonnation Processing Survey: Administrator's Manual. Scholastic Testing Service, Inc., Bensenville, III.

17.

Wittrock, M. C. and Alesandrini, K. I. (1990). Generation of summaries and analytic and holistic abilities. American Educational Research Journal, 27, 489-502.

Assessment of Individual Differences in Preferences for Holistic-Analytic Strategies: Evaluation of Some Commonly Available Instruments

Abstract

Get full access to this article

References