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Informationen zum Autor Richard Riding is Director of the Assessment Research Unit in the School of Education, University of Birmingham where Stephen Rayner is a lecturer of Education. Klappentext First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience. Zusammenfassung First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience. Inhaltsverzeichnis Chapter 1 Introduction; Part I Cognitive Style and Learning Strategies; Chapter 2 Cognitive style; Chapter 3 Learning styles; Chapter 4 Learning strategies; Part II Style and Behaviour; Chapter 5 Cognitive style and other individual difference dimensions; Chapter 6 Cognitive style and behaviours; Chapter 7 Cognitive style and learning; Chapter 8 Cognitive style and problem behaviour; Chapter 9 Conclusion, implications and future developments;...
