The Nature of Intellectual Styles

by Zhang, Li-fang; Sternberg, Robert J.

• ISBN13: 9780805852882
• ISBN10: 0805852883
• Format: Paperback
• Copyright: 2006-03-07
• Publisher: Lawrence Erlbau

Summary

This book provides an up-to-date, panoramic picture of the field of intellectual styles through describing, analyzing, and integrating the major theoretical and research works on the topic. Readers will gain a broad understanding of the field--its nature, origins, historical development, theories, research, and applications, as well as the interrelationships among major theoretical constructs proposed by different theorists in the past few decades. In particular, three major controversial issues in the field are addressed by both empirical findings and literature review: styles as better versus worse or as equal in merit; styles as traits versus styles as states; and styles as different constructs versus styles as similar constructs with different style labels. Educators will find ideas on how to improve their teaching and assessment of student performance. Student development specialists will be interested in the book because intellectual styles, as evidenced by recent studies, play a critical role in many aspects of student development including cognitive, affective, psychosocial, and career development. Psychologists will gain an understanding of an important facet of the field at the interface between cognition and personality. Managers in business will find the book relevant to such issues as effective supervision and staff training and development. The Nature of Intellectual Stylesis intended for anyone--particularly researchers and students in the fields of education, psychology, and business management--who is interested in understanding intellectual styles and their effects on daily life.

Table of Contents

Preface	xi
Introduction	1	(10)
Why Should We Examine the Nature of Intellectual Styles?	1	(2)
Intellectual Styles	3	(1)
Major Arguments	3	(4)
About This Book	7	(4)
PART I: THE FIELD OF INTELLECTUAL STYLES
Surveying the Field of Intellectual Styles	11	(16)
Foundations and Trends	11	(2)
Paradise Lost---Challenges in Investigating Intellectual Styles	13	(2)
Paradise Regained---Efforts to Rejuvenate the Field of Intellectual Styles	15	(8)
Chapter Summary	23	(4)
PART II: EMPIRICAL STUDIES: INDIVIDUAL MODELS
Styles Research: Student Oriented	27	(24)
Style Overlap	27	(4)
Styles and Personality Traits	31	(4)
Styles and Academic Performance	35	(4)
Styles and Socialization	39	(7)
Styles and Behaviors	46	(4)
Conclusions and Future Research	50	(1)
Styles Research and Applications: Teacher Oriented	51	(20)
Are Teachers' Intellectual Styles Affected by Personal and Situational Characteristics?	51	(3)
Intellectual Styles and Psychological Well-Being	54	(2)
Intellectual Styles and Teaching Behaviors	56	(4)
Does Match/Mismatch Between Teachers' and Students' Styles Matter?	60	(10)
Conclusions and Future Research	70	(1)
Styles Research and Applications in Nonacademic Settings	71	(24)
Are Intellectual Styles Malleable?	71	(15)
Are Styles Value-Free?	86	(4)
Do Different Style Constructs Overlap With One Another?	90	(1)
Conclusions and Future Research	91	(4)
PART III: EMPIRICAL STUDIES: INTEGRATIVE MODELS AND THE THEORY OF MENTAL SELF-GOVERNMENT
Existing Integrative Models of Styles	95	(17)
Curry's ``Onion'' Model	95	(4)
Miller's Model of Cognitive Processes and Styles	99	(5)
Riding and Cheema's Model	104	(3)
Grigorenko and Sternberg's Model	107	(3)
Comparing and Contrasting the Four Integrative Models	110	(1)
The Need for a New Integrative Model	110	(2)
The Theory of Mental Self-Government and Its Research	112	(35)
The Theory of Mental Self-Government and Its Assessment Tools	112	(6)
What Do Research Findings Say About the Nature of Thinking Styles?	118	(25)
Evaluation and Conclusions	143	(4)
PART IV: INTELLECTUAL STYLES: RECONCEPTUALIZATION AND APPLICATION
A Threefold Model of Intellectual Styles	147	(29)
Criteria for Inclusion in the Threefold Model of Intellectual Styles	148	(1)
Style Constructs, Measurements, and Empirical Evidence	148	(16)
The Nature of Intellectual Styles	164	(4)
The Three Controversial Issues and the Threefold Model of Intellectual Styles	168	(4)
Conclusions	172	(4)
Conclusions and Future Directions	176	(9)
Major Findings and Conclusions	176	(1)
General Implications: Variety in Intellectual Styles Should Be Praised, Not Condemned	177	(4)
Specific Implications: Cultivating Type I Intellectual Styles	181	(3)
A Final Caveat: The Future of the Threefold Model	184	(1)
References	185	(32)
Author Index	217	(10)
Subject Index	227