Understanding Cognitive Styles, Language, and Reasoning
1) Cognitive Styles (Kagan, Moss, and Sigel)
Cognitive styles can be descriptive, analytical, relational, contextual, inferential, or outright.
a) Analytical Description
Qualifiers tend to provide answers based on observable factual details.
Example: “I see a place in my neighborhood. I am struck by the great dawn. I also see arcade games and many children playing with their parents. Therefore, I am in a place of recreation.”
b) Relational Context
Classifying elements of a situation based on their temporal, spatial, or functional relations.
Example: Based on the previous example, the children are there to fulfill the role of play, and the place and time are suitable for recreation.
c) Categorical Inferential
Categorized based on inferences made from characteristics or properties that are abstract or not easily observable.
Example: “I infer that I am in a place of recreation, so the people there enjoy an afternoon of entertainment, categorizing those who are more closely grouped as members of a row.”
2) Language: Structural Characteristics
(Arbitrariness, cultural transmission, grammar)
a) Arbitrariness
Language is an arbitrary product derived from culture.
b) Cultural Transmission or Tradition
The pattern of language we hear is reproduced.
c) Universal Grammar
The basic structure common to all human beings.
Example: My line has preserved a particular form of language for another generation (cultural transmission from generation to generation), but the meanings of words have remained the same (universal grammar). Nevertheless, I have the freedom to speak as I feel (arbitrary).
3) Theory of Categorical Reasoning (Revlin)
(Codification of the premises, composite, comparative)
a) Consolidation of the Premises
Identify the characteristics of the observed object and name the key.
b) Composite
Integrating the premises to generate a conclusion (after coding begins to relate the items).
c) Consolidation of Conclusion
Given a label.
d) Comparison
Compare the encoded conclusion with the compound. If they match, it is accepted as a valid conclusion.
Example: On the first day of work, a construction worker hands me a shovel, pike, helmet, gloves, and overalls. (Consolidation of the elements). I relate the helmet, gloves, etc., to safety elements, and the pike and shovel to work items (integrating encoding). Then, I conclude that I have been given these materials to do my tasks more efficiently (codification of the conclusion). Therefore, I argue that the elements are for safety and working to achieve and do my job in a better way. Then, I accept the conclusion.
4) Creativity (Fluency, Originality)
Fluency
Ability to generate many solutions that respond to a problem.
Example: I need boots for the storm outside (problem), so I borrow boots from my sister, go to the mall to buy some, or search the web on a shoe page (many solutions to a problem).
Flexibility
Ability to change the approaches to solving a problem.
Example: My sister gives me the boots, the Internet doesn’t sell them, and the mall doesn’t sell boots, so I decide to create my own boots.
Originality
The ability to generate unusual solutions.
Example: As the storm is so terrible, I put plastic soles on my shoes and wrap garbage bags taped around them to keep out the rain.
5) Theoretical Model (Erickson)
Categorical reasoning, knowledge of meaning.
- Translate the premises to information.
- Combining these representations to generate a conclusion.
Example: I am in a payment center, and I need to cancel my accounts, but when I go to pay, I find the following: I don’t have enough money to pay, and it is the last day to cancel (problem representation). Now I think, if I have no money and it is the last day, then I can’t pay, and they will cut off the supply (combining elements of the problem and conclusion).
6) TOTE Model
- T (test) = check if the paper is scratched, if you can write over it. If it is grating, stop. If I can write because it is clean, then step 2.
- O (action) = check the pen, if it is good, if it works. If it works, then step 3.
- T (test) = write with the pen on paper.
- E (output) = if I need to write more, step 1, but stopped writing.