Skip to main content
SpringerLink
Log in

Thinking Styles

  • Chapter
International Handbook of Personality and Intelligence

Part of the book series: Perspectives on Individual Differences ((PIDF))

Abstract

If someone says to you, “Tell me about yourself,” your responses will probably include a number of statements about your likes and dislikes. Most people refer to their preferences when describing themselves: for example, “I prefer to work alone,” “I’m a people person,” or “I like to do creative things.” All of these statements are references to favorite ways of behaving—that is, to styles.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Achenbach, T. M., and Edelbrock, C. (1983). Manual for the Child Behavior Checklist and Revised Child Behavior Profile. Burlington: Department of Psychiatry, University of Vermont.

    Google Scholar 

  • Allport, G. W. (1937). Personality, a psychological interpretation. New York: Holt.

    Google Scholar 

  • Bargar, R. R., and Hoover, R. L. (1984). Psychological type and the matching of cognitive styles. Theory Into Practice, 23 (1), 56–63.

    Article  Google Scholar 

  • Beller, E. K. (1967). Methods of language training and cognitive styles in lower-class children. Paper presented to the American Educational Research Association.

    Google Scholar 

  • Bieri, J. (1969). Category width as a measure of discrimination. Journal of Personality, 37, 513–521.

    Article  PubMed  Google Scholar 

  • Bieri, J. (1971). Cognitive structures in personality. In H. M. Schroder and P. Suedfeld (Eds.), Personality theory and information processing. New York: Ronald.

    Google Scholar 

  • Block, J., Block, J. H., and Harrington, D. M. (1974). Some misgivings about the Matching Familiar Figures Test as a measure of reflection-impulsivity. Developmental Psychology, 11, 611–632.

    Article  Google Scholar 

  • Borden, K. A., Brown, R. T., Wynne, M. E., and Schleser, R. (1987). Piagetian conservation and response to cognitive therapy in attention deficit disordered children. Journal of Child Psychology and Psychiatry and Allied Disciplines, 28(5), 755–764.

    Google Scholar 

  • Bruner, J. S., Goodnow, J., and Austin, G. A. (1956). A study of thinking. New York: Wiley.

    Google Scholar 

  • Bryant, N., and Gettinger, M. (1981). Eliminating differences between learning disabled and nondisabled children on a paired-associate learning task. Journal of Educational Research, 74, 342–346.

    Google Scholar 

  • Butter, E. (1979). Visual and haptic training and cross-modal transfer of reflectivity. Journal of Educational Psychology, 72, 212–219.

    Article  Google Scholar 

  • Camara, R. P. S., and Fox, R. (1983). Impulsive versus inefficient problem solving in retarded and nonretarded Mexican children. Journal of Psychology, 114(2), 187–191.

    Google Scholar 

  • Cattell, R. B. (1963). The theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology, 54, 1–22.

    Article  Google Scholar 

  • Conway, J. B. (1992). A world of differences among psychologists. Canadian Psychology, 33(1), 1–24.

    Google Scholar 

  • Corman, L. S., and Platt, R. G. (1988). Correlations among the Group Embedded Figures Test, the Myers-Briggs Type Indicator and demographic characteristics: A business school study. Perceptual and Motor Skills, 66 (2), 507–511.

    Article  Google Scholar 

  • Cronbach, L. J., and Snow, R. E. (1977). Aptitudes and instructional methods. New York: Wiley.

    Google Scholar 

  • Das, P. (1983). Impulsive behavior and assessment of impulsivity with hospitalized adolescents. Psychological Reports, 53 (1), 764–766.

    Google Scholar 

  • DeHaas, R. A., and Young, R. D. (1984). Attention styles of hyperactive and normal girls. Journal of Abnormal Child Psychology, 12(4), 531–545.

    Google Scholar 

  • Dunn, R., Beaudry, J. S., and Klavas, A. (1989). Survey of research on learning styles. Educational Leadership, 46(6), 50–58. Dunn, R., and Duna, K. (1978). Teaching students through their individual learning styles. Reston, VA: Reston Publishing. Dunn, R., Dunn, K., and Price, G. E. (1979). Identifying individual learning styles. In Student learning styles: Diagnosing and prescribing programs (pp. 39–54 ). Reston, VA: National Association of Secondary School Principles.

    Google Scholar 

  • Eagle, M., Goldberger, L., and Breitman, M. (1969). Field dependence and memory for social vs. neutral and relevant vs. irrelevant incidental stimuli. Perceptual and Motor Skills, 29, 903–910.

    Article  PubMed  Google Scholar 

  • Eska, B., and Black, K. N. (1971). Conceptual tempo in young grade-school children. Child Development, 45, 505–516.

    Article  Google Scholar 

  • Eysenck, H. J., and Eysenck, S. B. G. (1975). Manual of the Eysenck Personality Questionnaire. San Diego, CA: Digits.

    Google Scholar 

  • Finch, A. J., Saylor, C. F., and Spirito, A. (1982). Impulsive cognitive style and impulsive behavior in emotionally disturbed children. Journal of Genetic Psychology, 141(2), 293–294.

    Google Scholar 

  • Fischer, B. B., and Fischer, L. (1979). Styles in teaching and learning. Educational Leadership, 36 (4), 245–254.

    Google Scholar 

  • Furnham, M. J., and Kendall, R. C. (1986). Cognitive tempo and behavioral adjustment in children. Cognitive Therapy and Research, 10(1), 45–50.

    Google Scholar 

  • Gardner, R. (1953). Cognitive style in categorizing behavior. Perceptual and Motor Skills, 22, 214–233.

    Google Scholar 

  • Gardner, R. W. (1959). Cognitive control principles and perceptual behavior. Bulletin of the Menninger Clinic, 23, 241–248.

    PubMed  Google Scholar 

  • Gardner, R. W. (1962). Cognitive controls in adaptation: Research and measurement. In S. Messick and J. Ross (Eds.), Measurement in personality and cognition. New York: Wiley.

    Google Scholar 

  • Gardner, R. W. (1970). Cognitive structure formation, organismic equilibration, and individuality of conscious experience. Journal for the Study of Consciousness, 3, 119–136.

    Google Scholar 

  • Gardner, R. W., Holzman, P. S., Klein, G. S., Linton, H., and Spence, D. P. (1959). Cognitive control: A study of individual consistencies in cognitive behavior. Psychological Issues, 1 (4).

    Google Scholar 

  • Gardner, R. W., Jackson, D. N., and Messick, S. J. (1960). Personality organization in cognitive controls and intellectual abilities. Psychological Issues, 2 (4).

    Google Scholar 

  • Gardner, R. W., and Long, R. I. (1962). Cognitive controls of attention and inhibition: A study of individual consistencies. British Journal of Psychology, 53, 381–388.

    Article  PubMed  Google Scholar 

  • Gardner, R. W., and Moriarty, A. (1968). Dimensions of cognitive control at preadolescence. In R. Gardner (Ed.), Personality development at preadolescence. Seattle: University of Washington Press.

    Google Scholar 

  • Gardner, R. W., and Schoen, R. A. (1962). Differentiation and abstraction in concept formation. Psychological Monographs, 76.

    Google Scholar 

  • Glixman, A. E (1965). Categorizing behavior as a function of meaning domain. Journal of Personality and Social Psychology, 2 (3), 370–377.

    Article  Google Scholar 

  • Glow, R. A., Lange, R. V., Glow, R. H., and Barnett, J. A. (1983). Cognitive and self-reported impulsiveness: Comparison of Kagan’s MFFT and Eysenck’s EPQ Impulsiveness measures. Personality and Individual Differences, 4 (2), 179–187.

    Article  Google Scholar 

  • Goldman, R. D. (1972). Effects of a logical versus a mnemonic strategy on performance in two undergraduate psychology classes. Journal of Educational Psychology, 63, 347–352.

    Article  Google Scholar 

  • Goldsmith, R. E. (1985). The factorial composition of the KAI Inventory. Educational and Psychological Measurement, 45, 245–250.

    Google Scholar 

  • Goldstein, K. M., and Blackman, S. (1978). Cognitive style. New York: Wiley.

    Google Scholar 

  • Gorham, J., and Self, L. (1987). Developing communication skills: Learning style and the educationally disadvantaged student. Communication Research Reports, 4 (1), 38–46.

    Google Scholar 

  • Gregorc, A. F. (1979). Learning/teaching styles: Potent forces behind them. Educational Leadership, 36(4), 234–236. Gregorc, A. F. (1982). Gregorc Style Delineator. Maynard, MA: Gabriel Systems.

    Google Scholar 

  • Gregorc, A. F. (1984). Style as a symptom: A phenomenological perspective. Theory Into Practice, 23(1), 51–55.

    Google Scholar 

  • Gregorc, A. F. (1985). Inside styles: Beyond the basics. Maynard, MA: Gabriel Systems.

    Google Scholar 

  • Grigorenko, E. L., and Sternberg, R. J. (1993). Thinking styles in school settings. Unpublished manuscript.

    Google Scholar 

  • Guralnik, D B (Ed.). (1976).Webster’s new world dictionary, second college edition: Classics edition. Akron, OH: William Collins.

    Google Scholar 

  • Gustafson, R., and Kallen, H. (1989). Alcohol effects on cognitive and personality style in women with special reference to primary and secondary process. Alcoholism: Clinical and Experimental Research, 13 (5), 644–648.

    Article  Google Scholar 

  • Harvey, O. J., Hunt, D. E., and Schroder, H. M. (1961). Conceptual systems and personality organization. New York: Wiley.

    Google Scholar 

  • Hennessy, S. M. (1992). A study of uncommon Myers-Briggs cognitive styles in law enforcement. Dissertation Abstracts International,52(12-A), 4308.

    Google Scholar 

  • Henson, K. T., and Borthwick, P. (1984). Matching styles: A historical look. Theory Into Practice, 23 (1), 3–9.

    Article  Google Scholar 

  • Hogarty, G. E., and Flesher, S. (1992). Cognitive remediation in schizophrenia: Proceed… with caution. Schizophrenia Bulletin, 18(1), 51–57.

    Google Scholar 

  • Holland, J. L. (1973). Making vocational choices: A theory of careers. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Huelsman, J. (1983). An exploratory study of the interrelationships of preferred learning style, psychological types, and other selected characteristics of practicing teachers. Unpublished doctoral dissertation. Ohio State University, Columbus.

    Google Scholar 

  • Hunt, D. E. (1979). Learning style and students needs: An introduction to conceptual level. In Diagnosing and prescribing programs (pp. 27–38 ). Reston, VA: National Association of Secondary School Principals.

    Google Scholar 

  • Hyman, R., and Rosoff, B. (1984). Matching learning and teaching styles: The jug and what’s in it. Theory and Practice, 23 (1), 35–43.

    Article  Google Scholar 

  • Joniak, A. J., and Isaksen, S. G. (1988). The Gregorc Style Delineator: Internal consistency and its relationship to Kirton’s adaptive-innovative distinction. Educational and Psychological Measurement, 8, 1043–1049.

    Article  Google Scholar 

  • Joyce, B. R., and Hodges, R. E. (1966). Instructional flexibility training. Journal of Teacher Education, 17, 409–416.

    Article  Google Scholar 

  • Jung, C. (1923). Psychological types. New York: Harcourt Brace.

    Google Scholar 

  • Kagan, J. (1958). The concept of identification. Psychological Review, 65, 296–305.

    Google Scholar 

  • Kagan, J. (1965a). Individual differences in the resolution of response uncertainty. Journal of Personality and Social Psychology, 2,154–160.

    Google Scholar 

  • Kagan, J. (1965b). Information processing in the child. In P. M. Mussen, J. J. Conger, and J. Kagan (Eds.), Readings in child development and personality. New York: Harper and Row.

    Google Scholar 

  • Kagan, J. (1965c). Reflection-impulsivity and reading ability in primary grade children. Child Development, 36, 609–628.

    Article  Google Scholar 

  • Kagan, J. (1966). Reflection-impulsivity: The generality and dynamics of conceptual tempo. Journal of Abnormal Psychology,71, 17–24.

    Google Scholar 

  • Kagan, J., and Kogan, N. (1970). Individual variation in cognitive processes. In P. A. Mussen (Ed.), Carmichael’s manual of child psychology (Vol. 1). New York: Wiley.

    Google Scholar 

  • Kagan, J., and Messer, S. B. (1975). A reply to “Some misgivings about the Matching Familiar Figures Test as a measure of reflection-impulsivity.” Developmental Psychology, 11, 244–248.

    Article  Google Scholar 

  • Kagan, J., Moss, H. A., and Sigel, I. E. (1963). Psychological significance of styles of conceptualization. Monographs of the Society for Research in Child Development.

    Google Scholar 

  • Keller, R. T., and Holland, W. E. (1978). A cross-validation of the KAI in three research and development organizations. Applied Psychological Measurement, 2, 563–570.

    Article  Google Scholar 

  • Kelly, G. A. (1955). The psychology of personal constructs (2 vols). New York: Norton.

    Google Scholar 

  • Kirton, M. J. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61, 622–629.

    Article  Google Scholar 

  • Kirton, M. J. (1977). Research edition: Kirton Adaptation-Innovation inventory. London: National Federation for Educational Research.

    Google Scholar 

  • Kirton, M. J., and de Ciantis, S. M. (1986). Cognitive styles and personality: The Kirton Adaption-Innovation and Cattell 16 Personality Factors Inventory. Personality and Individual Differences, 7 (2), 141–146.

    Article  Google Scholar 

  • Klein, G. S. (1954). Need and regulation. In M. R. Jones (Ed.) Nebraska Symposium of Motivation. Lincoln: University of Nebraska Press.

    Google Scholar 

  • Klein, G. S. (1970). Perception, motives, and personality. New York: Knopf.

    Google Scholar 

  • Klein, G. S., Barr, H. C., and Wolitsky, D. (1967). Personality. Annual Review of Psychology, 18, 467–560.

    Google Scholar 

  • Klein, G. S., Gardner, R. W., and Schlesinger, H. J. (1962). Tolerance for unrealistic experience: A study of the generality of a cognitive control. British Journal of Psychology, 53,41–55.

    Google Scholar 

  • Klein, G. S., and Schlesinger, H. J. (1951). Perceptual attitudes toward instability: I. Prediction of apparent movement experiences from Rorschach responses. Journal of Personality, 19, 289–302.

    Article  PubMed  Google Scholar 

  • Kogan, N. (1971). Educational implications of cognitive styles. In G. S. Lesser (Ed.), Psychology and educational practice. Glenview, IL: Scott, Foresman.

    Google Scholar 

  • Kogan, N. (1973). Creativity and cognitive style: A life span perspective. In P. Baltes and K. W. Schafe (Eds.), Life span developmental psychology: Personality and socialization. New York: Academic Press.

    Google Scholar 

  • Kogan, N. (1976). Cognitive styles in infancy and early childhood. New York: Wiley.

    Google Scholar 

  • Kolb, D. A. (1974). On management and the learning process. In D. A. Kolb, I. M. Rubin, and J. M. McIntyre (Eds.), Organizational psychology. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Kolb, D. A. (1978). Learning Style Inventory technical manual. Boston: McBer.

    Google Scholar 

  • Kuerbis, P. J. (1988). Learning styles and science teaching. Newsletter of the National Association for Research in Science Teachin, 30(1).

    Google Scholar 

  • Kuchinskas, G. (1979). Whose cognitive style makes the difference? Educational Leadership, 36 (4), 269–271.

    Google Scholar 

  • Laval, C. (1980). Modification of impulsivity in male adolescent delinquents. Unpublished doctoral dissertation, University of South Carolina, Columbia.

    Google Scholar 

  • Lawrence, G. W. (1982). People type and tiger stripes. Gainesville, FL: Center for the Application of Psychological Type.

    Google Scholar 

  • Liddle, P. E. (1987). Schizophrenic syndromes, cognitive performance and neurological disfunction. Psychological Medicine, 17 (1), 49–57.

    Article  PubMed  Google Scholar 

  • Luchins, A. S., and Luchins, E. H. (1970). Effects of preconceptions and communications on impressions of a person. Journal of Social Psychology, 81(2), 243–252.

    Google Scholar 

  • MacLeod, C. M., Jackson, R. A., and Palmer, J. (1986). On the relation between spatial ability and field dependence. Intelligence, 10 (2), 141–151.

    Article  Google Scholar 

  • Mann, L. (1973). Differences between reflective and impulsive children in tempo and quality of decision making. Child Development, 44, 274–279.

    Article  PubMed  Google Scholar 

  • Meltzer, L. J. (1984). An analysis of the learning styles of adolescent delinquents. Journal of Learning Disabilities, 17 (10), 600–608.

    Article  PubMed  Google Scholar 

  • Messer, S. (1970). The effect of anxiety over intellectual performance on reflection-impulsivity in children.Child Development, 41, 353–359.

    Google Scholar 

  • Messick, S. (1970). The criterion problem in the evaluation of instruction: Assessing possible, not just intended, outcomes. In M. C. Wittrock and D. Wiley (Eds.), The evaluation of instruction: Issues and problems. New York: Holt Rinehart and Winston.

    Google Scholar 

  • Messick, S. (1984). The nature of cognitive styles: Problems and promises in educational practice. Educational Psychologist, 19, 59–74.

    Google Scholar 

  • Mulligan, D. G., and Martin, W. (1980). Adaptors, innovators and promises in educational practice. Educational Psychologists, 19, 59–74.

    Google Scholar 

  • Myers, I. B. (1981). Gifts differing. Gainesville, FL: Center for the Application of Psychological Type.

    Google Scholar 

  • Myers, I. B., and McCaulley, M. H. (1985). Manual: A guide to the development and use of the Myers-Briggs Type Indicator,Palo Alto, CA: Consulting Psychological Press.

    Google Scholar 

  • Myers, I. B., andMyers, P. B. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press.

    Google Scholar 

  • Myers, P. L. (1988). Paranoid pseudocommunity beliefs in a sect milieu. Social Psychiatry and Psychiatric Epidemiology, 23 (4), 252–255.

    Article  PubMed  Google Scholar 

  • O’Brien, T. P. (1990). Construct validation of the Gregorc Style Delineator: An application of Lisrel 7. Educational and Psychological Measurement, 50,631–636.

    Google Scholar 

  • Palei, A. I. (1986). Modalnostnaya structura emotsional’nosti i cognitivnyi stil [Emotionality and cognitive style]. Voprosy Psikhologii, 4, 118–126.>

    Google Scholar 

  • Paulsen, K. (1978). Reflection-impulsivity and level of maturity. Journal of Psychology,Journal of Psychology, 109–112.

    Google Scholar 

  • Peterson, C., and Scott, W. A. (1975). Generality and topic specificity of cognitive styles. Journal of Research in Personality, 9, 366–374.

    Article  Google Scholar 

  • Pettigrew, T. F. (1958). The measurement of category width as a cognitive variable. Journal of Personality, 26, 532–544.

    Article  Google Scholar 

  • Reissman, F. (1964). The strategy of style. Teachers College Record, 65, 484–489.

    Google Scholar 

  • Renzulli, J. S., and Smith, L. H. (1978). The learning styles inventory: A measure of student preference for instructional techniques. Mensfield Center, CT: Creative Learning Press. Reynolds, C. R., Riegel, T., and Torrance, E. P. (1977). Bibliography on R/L hemisphere function. Gifted Child Quarterly, 28, 121–126.

    Google Scholar 

  • Ross, J. (1962). Factor analysis and levels of measurement in psychology. In S. Messick and J. Ross (Eds.), Measurement in personality and cognition. New York: Wiley.

    Google Scholar 

  • Royce, J. R. (1973). The conceptual framework for a multi-factor theory of individuality. In J. R. Royce (Ed.), Contributions of multivariate analysis to psychological theory. London: Academic Press.

    Google Scholar 

  • Schwartz, M., Friedman, R. J., Lindsay, P., and Narrol, H. (1982). The relationships between conceptual tempo and depression in children. Journal of Consulting and Clinical Psychology, 50(4), 488–490.

    Google Scholar 

  • Smith, B. O. (1963). A conceptual analysis of instructional behavior. Journal of Teacher Education, 14, 294–298.

    Article  Google Scholar 

  • Smith, G. J. W., and Klein, G. S. (1953). Cognitive controls in serial behavior patterns. Journal of Personality, 22, 188–213.

    Article  PubMed  Google Scholar 

  • Stahl, S. A., Erickson, L. G., and Rayman, M. C. (1986). Detection of inconsistencies by reflective and impulsive seventh-grade readers. National Reading Conference Yearbook, 35, 233–238.

    Google Scholar 

  • Sternberg, R. J. (1986). Intelligence is mental self-government. In R. J. Sternberg and D. K. Detterman (Eds.), What is intelligence? Contemporary viewpoints on its nature and definition. Norwood, NJ: Ablex.

    Google Scholar 

  • Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. New York: Viking.

    Google Scholar 

  • Sternberg, R. J. (1994). Thinking styles and testing: Bridging the gap between ability and personality assessment. In R. J. Sternberg and P. Ruzgis (Eds.), Intelligence and personality (pp. 169–187 ). New York: Cambridge University Press.

    Google Scholar 

  • Sternberg, R. J., and Grigorenko, E. L. (1994). Thinking styles and the gifted. Roeper Review, 16, 122–130.

    Article  Google Scholar 

  • Sternberg, R. J., and Lubart, T. I. (1991a). Creating creative minds. Phi Delta Kappan, 608–614.

    Google Scholar 

  • Sternberg, R. J., and Lubart, T. I. (1991b). An investment theory of creativity and its development. Human Development, 34, 1–31.

    Article  Google Scholar 

  • Sternberg, R. J., and Wagner, R. K. (1991). MSG Thinking Styles Inventory Manual. Unpublished manuscript.

    Google Scholar 

  • Vernon, P. (1973). Multivariate approaches to the study of cognitive styles. In J. R. Royce (Ed.), Contributions of multivariate analysis to psychological theory. London: Academic Press.

    Google Scholar 

  • Victor, J. B.,> Halverson, C. F., and Montague, R. B. (1985). Relations between reflection-impulsivity and behavioral impulsivity in preschool children. Developmental Psychology, 21(1),141–148.

    Google Scholar 

  • Wallach, M., and Kogan, N. (1965). Modes of thinking in young children. New York: Holt Rinehart and Winston.

    Google Scholar 

  • Wardell, D. M., and Royce, J. R. (1978). Toward a multi-factor theory of styles and their relationships to cognition and affect. Journal of Personality, 46(3), 474–505.

    Google Scholar 

  • Witkin, H. A. (1964). Origins of cognitive style. In C. Sheerer (Ed.), Cognition: Theory, research, promise. New York: Harper and Row.

    Google Scholar 

  • Witkin, H. A. (1973). The role of cognitive style in academic performance and in teacher-student relations. Unpublished report, Educational Testing Service, Princeton, NJ.

    Google Scholar 

  • Witkin, H. A. (1975). Some implications of research on cognitive style for problems of education. In J. M. Whitehead (Ed.), Personality and learning. London: Hodder and Stoughton.

    Google Scholar 

  • Witkin, H. A., Dyk, R. B., Faterson, H. F., Goodenough, D. R., and Karp, S. A. (1962). Psychological differentiation. New York: Wiley.

    Google Scholar 

  • Witkin, H. A., Lewis, H. B., Hertzman, M., Machover, K., Meissner, P. B., and Wapner, S. (1954). Personality through perception. New York: Harper.

    Google Scholar 

  • Witkin, H. A., Oltman, P. K., Raskin, E., and Karp, S. A. (1971). Embedded Figures Test, Children’s Embedded Figures Test, Group Embedded Figures Test [manual]. Palo Alto, CA: Consulting Psychologists Press.

    Google Scholar 

  • WolitzkyD. L., and Wachtel, P. L. (1973). Personality and perception. In B. B. Wolman (Ed.) Handbook of general psychology. Englewood-Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Zelniker, T., and Oppenheimer, L. (1973). Modification of information processing of impulsive children. Child Development, 44, 445–450.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, Yale University, New Haven, Connecticut, 06520, USA

    Elena L. Grigorenko & Robert J. Sternberg

Authors
  1. Elena L. Grigorenko
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Robert J. Sternberg
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Educational Psychology, University of Saskatchewan, S7N 0W0, Saskatoon, Saskatchewan, Canada

    Donald H. Saklofske

  2. School of Education, University of Haifa, 31999, Mount Carmel, Israel

    Moshe Zeidner

Rights and permissions

Reprints and permissions

Copyright information

© 1995 Springer Science+Business Media New York

About this chapter

Cite this chapter

Grigorenko, E.L., Sternberg, R.J. (1995). Thinking Styles. In: Saklofske, D.H., Zeidner, M. (eds) International Handbook of Personality and Intelligence. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5571-8_11

Download citation

  • DOI: https://doi.org/10.1007/978-1-4757-5571-8_11

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4419-3239-6

  • Online ISBN: 978-1-4757-5571-8

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation