Handbook of Intellectual Styles: Preferences in Cognition, Learning, and Thinking

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Robert J. Sternberg, PhD, Dr. Li-Fang Zhang, PhD, Stephen Rayner, PhD
Springer Publishing Company, Oct 20, 2011 - Psychology - 448 pages

"[B]ecause of the thoroughness of the literature reviews and the comprehensive coverage of the chapter topics, [this book] should be required reading for any scholar working in related areas of personality or intelligence."--PsycCRITIQUES

ýThis book is a masterly attempt to bring order and cohesion to a field that for many years has been riven with claims and counterclaims. The editors and authors are to be congratulated for addressing a very complex task so helpfully.ţ

John Biggs, PhD
Honorary Professor of Psychology
University of Hong Kong

ýIf you are interested in intellectual stylesˇpeopleÝs preferred ways of processing informationˇthen this book belongs on your bookshelf.ţ

Richard E. Mayer, PhD
Professor of Psychology
University of California, Santa Barbara

ýFor more than half a century, the construct of styleˇwhether designated as cognitive, thinking or learningˇhas been in or out of fashion in the history of psychology and education. The editors of the present Handbook have invigorated the style construct in the form of intellectual styles, and have brought together a distinguished international panel of chapter authors who offer up-to-date surveys of the assessment, development, correlates, and educational and organizational applications of intellectual styles. For those seeking to familiarize themselves with current theory and research in an intellectually exciting field, the present Handbook is essential.ţ

Nathan Kogan, PhD
Professor Emeritus, Department of Psychology
New School for Social Research, New York, NY

The concept of intellectual styles has had a controversial history based on diverse philosophical and theoretical foundations. Most recently, the idea of intellectual stylesˇan umbrella term that covers such closely related constructs as ýcognitive styles,ţ ýlearning styles,ţ ýteaching styles,ţ and ýthinking stylesţˇhas gained momentum as an explanation for why different people succeed in different professional and organizational settings. Previously, it was thought that high-achievers simply had more innate abilities than their less successful peers, but research has shown that individuals have different intellectual styles that are better suited for varying types of contexts and problems.

Based on the most current and expansive research, this handbook is the first to provide a comprehensive review of research on the construct of intellectual style, from its foundations and development, to its relations to allied constructs, its roles in school and job performance, its applications in various populations, and its future.. This understanding of intellectual styles as a valid concept for both individuals and groups has far-reaching implications for researchers in cross-cultural psychology, multicultural education, organizational behavior and work performance, and many other academic disciplines, as well as practitioners in education and beyond.

Key Features:

  • Provides a comprehensive review of intellectual styles from multiple perspectives
  • Written for students and scholars in diverse academic arenas, as well as practitioners in education and other fields
  • Includes contributions from researchers from diverse disciplines, such as psychology, business, education, and health sciences

 

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Contents

Part I Introduction
1
Part II Foundations of Intellectual Styles
21
Part III Development of Intellectual Styles
89
Part IV Intellectual Styles in Relation to Allied Constructs
153
Part V Intellectual Styles and Performance
233
Part VI Applications of Intellectual Styles
295
Part VII Integration Conclusions and Future Directions
395
Epilogue
415
Index
419
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About the author (2011)

Robert J. Sternberg is currently Provost and Senior Vice President at Oklahoma State University as well as Regents Professor of Psychology and Education and George Kaiser Family Foundation Professor of Ethical Leadership. Before that, he was Dean of the School of Arts and Sciences at Tufts University, where he was also professor of psychology and education. Prior to that, he was IBM Professor of Psychology and Education and Professor of Management at Yale University. Sternberg received his Ph.D. from Stanford and is the recipient of 13 honorary doctorates. In addition, he has won more than two dozen awards for his work. He is a former president of the American Psychological Association and is currently president of the Federation of Associations in Behavioral and Brain Scienes. He is the author of roughly 1,500 books, articles, and book chapters.

Li-fang Zhang is Professor of Psychology and Education in the Faculty of Education at The University of Hong Kong. She is the coauthor of five books, including the award-winning monograph The Nature of Intellectual Styles (2006). Professor Zhang has also published works on such diverse research areas as creativity, giftedness, personality, student development, teacher education, higher education, multicultural education and the academic profession.

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