Extant research has proposed that the Object-Spatial-Verbal cognitive style can elucidate individual differences in the preference for modality-specific information. However, no studies have yet ascertained whether this type of information processing evinces structural correlations in the brain. Therefore, the current study used voxel-based morphometry (VBM) analyses to investigate individual differences in gray matter volumes based on the Object-Spatial-Verbal cognitive style. For this purpose, ninety healthy young adults were recruited to participate in the study. They were administered the Korean version of the Object-Spatial-Verbal cognitive style questionnaire, and their anatomical brain images were scanned. The VBM results demonstrated that the participants’ verbal scores were positively correlated with regional gray matter volumes (rGMVs) in the right superior temporal sulcus/superior temporal gyrus, the bilateral parahippocampal gyrus/fusiform gyrus, and the left inferior temporal gyrus. In addition, the rGMVs in these regions were negatively correlated with the relative spatial preference scores obtained by individual participants. The findings of the investigation provide anatomical evidence that the verbal cognitive style could be decidedly relevant to higher-level language processing, but not to basic language processing.

The goal of the present study was to investigate the effects of technology-enhanced instruction types, vocabulary activity types, and learners' cognitive style on vocabulary knowledge. With regard to the types of technology-enhanced instruction, the results of post-vocabulary tests indicated that both blended learning and web-based instruction had positive effects on vocabulary learning. In particular, the blended learning group outperformed the web-based group showing greater improvement. With regard to vocabulary activity type, the results did not reveal a significant difference between groups with different types of vocabulary activities. When comparing the results from test items assessing the receptive and productive knowledge of vocabulary, both groups made greater improvements in their receptive knowledge of vocabulary than productive use of vocabulary. Concerning learners’ cognitive style, the analysis of the test scores indicated that there was no significant difference among groups. Finally, pedagogical implications were provided at the end of the paper.

This case study investigates the impact of cognitive style (field in/dependence) on errors in English writing through extensive reading (ER). It explores different possibilities between two field-independent (FI) and field-dependent (FD) learners through ER, and it considers the types of errors (interlanguage or intralingual) that they are more likely to commit. The participants were two Korean female high school students with different cognitive styles. To ascertain their respective cognitive styles, the Group Embedded Figures Test (GEFT) was conducted. The participants were asked to write a reading log once a week for six months. Data analyses were performed by two raters, and for further qualitative analysis, Nvivo 10 was used. The results showed that ER was more beneficial to the FI learner with regard to writing proficiency, and both the FI and FD learners committed considerable interlanguage errors. Furthermore, there were similarities and discrepancies between the FI and FD learners as a result of the ER treatment in interlanguage error change.

This study was to investigate the impact of cognitive style and self-regulated learning strategy such as note-taking methods on learners ' academic performance. Statistical analysis results showed that both cognitive style and note-taking methods did not have a significant effect on an immediate test. However, there was a significant main effect of cognitive style on a delayed test. Students who took notes in a matrix scored higher on the delayed test than did students who took notes free form. There were no interaction effects between note-taking format and cognitive style in both post-test and delayed test.

본 연구는 시간압력이 주어진 상황에서 개인의 고유한 인지특성인 인지양식과 과제의 난이도에 따른 학습맥락이 시각변별과제의 기술습득과 전이에 어떠한 영향을 주는지 알아보고자 하였다. 자극은 다각형 비교과제를 이용하였으며, 실험은 스크린 세션, 훈련 세션 그리고 전이 세션으로 구성되었다. 스크린 세션에서는 참가자를 인지양식(분석적-전체적)에 따라 구분하였으며, 훈련 세션에서는 학습맥락의 구분을 위해 과제의 난이도를 어려운 조건과 쉬운 조건으로 나누었다. 전이 세션에서는 모든 피험자가 새로운 난이도의 다각형을 비교하였다. 훈련 세션과 전이 세션에서는 시간압력의 효과를 보기 위해, 1.5초가 지나면 자극이 사라지게 하였다. 전 세션에 걸쳐 정확도와 반응시간을 측정하였다 실험결과, 분석적 처리자는 훈련 세션 동안 전체적 처리자와 같은 수준의 빠른 반응을 보이나, 훈련이 지속될수록 반응시간의 기울기가 증가하였다. 이러한 결과는 분석적 처리자가 자극의 세부특징들을 일 대 일로 비교하는 원래의 처리스타일로 회귀했음을 의미한다. 반면, 분석적 처리를 유도하는 어려운 학습맥락에서 훈련한 전체적 처리자의 경우, 전이 세션의 초기블록에서 반응시간의 증가를 보였다. 이것은 전체적 처리자가 어려운 학습맥락에 의해 분석적 전략을 개발했다는 것을 의미한다. 이러한 결과들을 통해 시간압력 상황에서도 개인의 인지양식의 차이가 인지전략의 개발 및 기술습득에 영향을 미치는 것을 확인할 수 있다.

경영활동에 있어서 직관력은 잘 알려진 인지능력이지만 효과적인 의사결정지원시스템의 개발 목적으로는 거의 고려되고 있지 않다. 본 연구는 의사결정자의 인지 유형에 따른 시계열 예측의 정확성과 뇌파의 차이를 통계적 검증, 인공신경망, 데이터 마이닝의 세 가지 접근방법으로 탐색하여 그 결과를 비교 분석함으로써 시계열 직관 예측에 영향을 주는 의사결정자의 인지적/생리적 특성을 도출함으로써 효과적인 의사결정환경을 조성하는데 공헌하고자 하였다. 실험결과 통계적 분석에서는 아무런 유의성을 찾을 수 없었으나, 인공신경망 분석에서는 인지유형과 감성유형이 모두 시계열 예측 정확도와 상관성이 있는 것으로 나타났으며, 데이터 마이닝 분석에서는 보다 의미 있는 상관관계를 찾아낼 수 있었다.