This research compared the cognitive styles of reflectivity and impulsivity between 75 Chinese and 75 American students, using Kagan's Matching Familiar Figures Test. Analyses showed differences and similarities related to country of origin. age and fields of study. For example, the Chinese subjects spent more time reflecting than the American subjects, while both the Chinese and American subjects achieved similar accuracy.
Get full access to this article
View all access options for this article.
References
1.
BranniganG. G.AshT., & MargolisH. (1980) Impulsivity-reflectivity and children's intellectual performance. Journal of Personality Assessment, 44, 41–43.
2.
GreenE. K. (1985) Cognitive style: a review of literature. (Technical report) Johnson O'Connor Research Foundation, Human Engineering Laboratory, Boston, MA.
3.
HanesT. M. (1991) The relationship of cognitive styles, cognitive profiles, and intelligence among selected adult students enrolled at a community college. Unpublished doctoral dissertation, The Univer. of Wyoming at Laramie.
4.
HaynesM. E. (1992) The relationship of cognitive styles, cognitive profiles, and the Test of Adult Basic Education among selected adult students in an adult basic education center. Unpublished master's thesis, The Univer. of Wyoming at Laramie.
LetteriC. A. (1979) Manual of instruments and procedures for testing and constructing cognitive profiles. Burlington, VT: Univer. of Vermont, Center for Cognitive Studies.
8.
MesserS. B. (1970) Reflection-impulsivity: stability and school failure. Journal of Educational Psychology, 61, 487–490.
9.
Messick, S., & Associates. (Eds.) (1976) Individuality in learning. San Francisco, CA: Jossey-Bass.
