THE COGNITIVE-STYLE INVENTORY
The Cognitive Style Inventory developed by Parveen kumar Jha (2011)  was used to measure the cognitive style of school students. It is a Likert type five-point scale. CSI contains 40 statements which pertain to study the five types of cognitive style (Integrated Style, Intuitive Style, Split Style, Systematic Style and Undifferentiated Style) of the students. The reliability coefficients for the inventory were determined by two methods, namely Split-half method and Test-retest method. Reliability coefficients of the inventory were found to be 0.65 and 0.39. The correlation coefficients 0.262 reveal that CSI possesses the reasonable level of concurrent validity.
Instructions: Scan the numbers listed below, one style at a time, until you find a style that lists your degree of systematic specialization as well as your degree of intuitive specialization. The style that lists both is your own cognitive style. For each style, the more extreme degrees of that style are listed at the top.
Dimensions of Cognitive Style
Theories of cognitive styles were developed as a result of early studies conducted by Witkin, et el; (1954; 1962). These studies resulted in theories that generally assumed a single dimension of cognitive style with two extremes. The two extremes were described in general terms by Keen (1973); Mikenney & Keen (1974) and Botkin (1974) as; Systematic Style and Intuitive Style. The systematic style is associated with logical, rational behaviour that uses a step by step, sequential approach to thinking, learning, problem-solving and decision-making. In contrast the intuitive-style is associated with a spontaneous holistic and visual approach. These two styles however did not reflect the entire spectrum of people’s behaviour with regard to thinking, learning and especially problem solving and decision making.
Therefore, a multidimensional model intended to reflect the entire spectrum was postulated (Martin, 1983). This model consisted of two continuum; i.e.; (1) High systematic to low systematic and (2) High intuitive to low intuitive. Ongoing observational studies, along with effects to develop measurement devices for assessing cognitive behaviour, have resulted in an expanded version of the original model. Which led to the .development of five following styles:
Systematic Style: An individual who typically operates with a systematic style uses a well-defined step by step approach when solving a problem; ooks for an overall method or pragmatic approach; and then makes an overall plan for solving the problem.
Intuitive Style: The individual whose style is intuitive, uses an unpredictable ordering of analytical steps when solving a problem, relies on experience patterns characterized by verbalized areas or hunches and explores and abandons alternatives quickly
Integrated Style: Person with an integrated style is able to change styles quickly and easily. Such style changes seem to be unconscious and take place in a matter of seconds. The result of this “rapid fire” ability is that it appears to generate an energy and proactive approach to problem solving. In fact integrated people are often referred to as “problem-seekers” because they consistently attempt to identify potential problems as well as opportunities in order to find better ways of doing things.
Undifferentiated Style: A person with such a style appears not distinguish or differentiate between the two style extremes; i.e.; systematic and intuitive, and therefore; appears not to display a style. In a problem solving situation, he will exhibit a receptivity to instructions or guidelines from outside sources. Undifferentiated individuals tend to be withdrawn, passive and reflective and often look to others for problem-solving strategies.
Split-style: An individual with split style shows fairly equal degrees of systematic and intuitive specialization. However, people with a split style do possess an integrated behavioural response; instead, they exhibit each separate dimension in completely different in settings; using only one style at a time based on nature of their tasks. In other words, they consciously respond to problem-solving by selecting the most appropriate style.
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