Individual differences in cognitive style can be characterized along two dimensions: 'systemizing' (S, the drive to analyze or build 'rule-based' systems) and 'empathizing' (E, the drive to identify another's mental state and respond to this with an appropriate emotion). Discrepancies between these two dimensions in one direction (S>E) or the other (E>S) are associated with sex differences in c...

Classroom community may be referred to as the sense of trust and interaction between groups of learners, and it has been argued that sense of community is imperative to successful learning. The construct of cognitive style has frequently been used to explain differences in the educational attainment and has also been found related to social behaviour. The aim of this study was to investigate th...

Memory deficits in patients with obsessive-compulsive disorder (OCD) have been frequently reported but are not sufficiently accounted for by cognitive models of OCD. The aim of the study was to identify cognitive mechanisms that might be able to explain memory deficits in OCD. We hypothesized that a self-conscious meta-cognitive style might be responsible for reduced memory performance in OCD. ...

Although investigating the factors that influence test scores is important, a majority of stakeholders show a paucity of attention towards individual learner differences due to having large classes of L2 learners. This study sought to explore the possible effect of working memory and cognitive style on L2 learners’ metaphorical test performance. The study was conducted in 2 phases. The first ph...

The authors examined the stability and dynamic structure of negative cognitions made to naturalistic stressors and the prediction of depressive symptoms in a daily diary study. Young adults reported on dispositional depression vulnerabilities at baseline, including a depressogenic cognitive style, dysfunctional attitudes, rumination, neuroticism, and initial depression, and then completed short...

The authors examined the hypothesis that some people are verbal learners and some people are visual learners. They presented a battery of 14 cognitive measures related to the visualizer–verbalizer dimension to 95 college students and then conducted correlational and factor analyses. In a factor analysis, each measure loaded most heavily onto 1 of 4 factors: cognitive style (such as visual–verba...