Cognitive Styles and Learning Strategies - Understanding Style Differences in Learning and Behaviour

Riding, Richard and Rayner, Stephen

ISBN 10: 1853464805 / ISBN 13: 9781853464805

Published by David Fulton, London, 1999

About this Item

A Fine unmarked copy. 217 pages. First published in 1998. Cognitive style may well turn out to be the missing element in the study of individual differences. The book reviews and integrates research on style differences in learning and behaviour and describes the 'Cognitive Styles Analysis' which provides a simple and effective method of assessing style in children and adults. As both a textbook and a source of reference for professionals working in a range of contexts, it will help teachers and trainers reflect on and assess their effectiveness.The authors provide insights into personal and professional behaviours for counsellors and personnel professionals and offer a framework for future research for psychologists. 11 Size: 8vo - over 7¾" - 9¾" tall.

Seller Inventory # 008235

Bibliographic Details

• Title: Cognitive Styles and Learning Strategies - Understanding Style Differences in Learning and Behaviour
• Publisher: David Fulton, London
• Publication Date: 1999
• Language: English
• ISBN 10: 1853464805
• ISBN 13: 9781853464805
• Binding: Soft Cover
• Condition: Fine
• Dust Jacket Condition: No Jacket
• Seller catalogs:
  • Sciences

About this title

Synopsis

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.

About the Author

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.