Марина Холодная - Когнитивные стили. О природе индивидуального ума

Guilford J. P. Is some creative thinking irrational? // J. of creative behavior. 1982. V. 16 (3). P. 151–154.

Guthrie K. H. Locus of control and field independence-dependence as factors in the development of moral judgment // J. of Genetic Psychology. 1985. V. 146 (1). P. 13–18.

Hall V. C., Russell W. J. Multitrait-Multimethod analysis of conceptual tempo // J. of Educat. Psychology. 1974. V. 66 (6). P. 932–939.

Hamilton V . The size constancy problem in schizofrenia: A cognitive skill analysis // British J. of Psychology. 1972. V. 63 (1). P. 73–84.

Hansson S. B., Ryden O. D., Jonson P . Field-dependence/independence: ability in relation to mobility-fixity // Perc. and Motor Skills. 1986. V. 63 (1). P. 279–293.

Haney G., Zimbardo P. G. Social roles and role-plaing: observation from the Stanford Prison Study // Behavior and social science teacher. 1973. V. 1. P. 708–715.

Haronian F., Sugerman A. A. Fixed and mobile field independence: Review of studies relevant to Werner’s dimension // Psychol. Reports. 1967. V. 21. P. 41–57.

Harvey O. J., Hunt D. E., Schroder H. M. Conceptual system and personality organization. N. Y.: John Wiley, Inc., 1961.

Harvey O. J. System structure, flexibility and creativity // Experience structure and adoptability / O. J. Harvey (Ed.). N. Y.: Springer Publ. Company, Inc., 1966. P. 39–65.

Harvey O. J. Conceptual system and attitude change // Thought and personality / P. B. Warr (Ed.). Baltimor, 1970. P. 315–333.

Hayes J., Allison C. W. Matching learning style and instructional strategy: An application of the person-environment interaction paradigm // Perc. and Motor Skills. 1993. V. 76. P. 63–79.

Helode R. D. Cognitive and noncognitive correlates of the Stroop interference effect // J. of Psychol. Researches. 1982. V.26 (3). P. 142–145.

Holzman Ph.S., Gardner R. W. Leveling-sharpening and memory organization // J. of Abnorm. and Soc. Psychology. 1960. V. 61 (2). P. 176–180.

Holzman Ph . Skanning: A principle of reality contact // Perc. and Motor Skills. 1966. V. 23. P. 835–844.

Honey P., Mumford A . Using your learning styles. Maidenhead: Honey, 1986.

Hooper F. H., Hooper J. O., Colbert K. K. Personality and memory correlates of intellectual functioning: Young adulthood to old age. Basel, N. Y., 1984.

Hunt E., Lunneborg C., Levis J . What does it mean to be high verbal? // Cognitive Psychology. 1975. V. 7. P. 194–227.

Hunt E. Intelligence as an information processing concept // British J. of Psychology. 1980. V. 71. P. 449–474.

Hunt E . On the nature of intelligence // Science. 1983. V. 219. № 4581. P. 141–146.

Isen A. V., Daubman K. A. The influence of effect on categorization // J. of Personality and Soc. Psychology. 1984. V. 47 (6). P. 1206–1217.

Jensen A. R., Rohwer W. D. The Stroop color-word test: A review // Acta Psychologica. 1966. V. 25. P. 36–93.

Kagan J., Moss H. A. From birth to maturity: A study in psychological development. Wiley, 1962.

Kagan J., Moss H. A., Sigel. Psychological significance of styles of thinking // J. G. Wright, J. Kagan (Eds.). Basic cognitive processes in children. Monograph Soc. Res. Child. Devel. 1963. V. 28 (2). P. 73–112.

Kagan J. Reflection-impulsivity: The generality and dynamics of conceptual tempo // J. of Abnorm. Psychology. 1966. V. 71. P. 17–24.

Kelly G. A. The psychology of personal constructs. Vols 1 and 2. Norton, N. Y., 1955.

Kepner M. D., Neimark E. D. Test-retest reliability and differential patterns of score chance on the Group Embedded Figures Test // J. of Personality and Soc. Psychology. 1984. V. 46 (6). P. 1405–1413.

Kirton M. J. Adaptors and Innovators. London: Routledge, 1994.

Klein G. S., Gardner R. W., Schlesinger H . Tolerance for unrealistic experiences: A study of the generality of cognitive behavior // Brit. J. of Psychology. 1962. V. 52 (1). P. 41–55.

Koch C. H., Cobell J., Roid G . Exploring individual differences in Stroop processing with cluster analysis // Psycholoquy. 1999. V. 10.

Kolb D. A. Learning Style Inventory: Technical manual. Englewood Cliffs, N.Y: Prentice-Hall, 1976.

Kolb D. A. Experimental learning: experience as a source of learning and development. Englewood Cliffs, N.Y: Prentice-Hall, 1984.

Laine M . Theoretical note on reflection – impulsivity // Psychol. Reports. 1982. V. 51 (1). P. 84.

Laing R. D. The politics of experience. London: Penguin, 1967.

LaPierre R. T. Attitudes vs. actions // Social Forces. 1934. V. 13. P. 230–237.

Larsen W. W. The relationship of reflection-impulsivity to intelligence and field dependence in older adults // J. of Personality. 1982. V. III (1). P. 31–34.

Lau S., Figguerres C., Davis J. K. Re-examination of the relationship between locus of control and field independence/dependence // Perc. and Motor Skills. 1981. V. 53. P. 555–561.

Laurence M. W., Arrowood A. J. Classification style differences in the elderly // Aging and cognitive processes. 1982. V. 8. P. 213–220.

Leckliter J. N., Matarazzo J. D., Silverstein A. B. A literature review of factor analytic studies of the WAIS-R // J. of Clin. Psychology. 1986. V. 42 (2). P. 332–342.

Letteri C. A. Cognitive profile: Basic determinant of academic achievement // J. of Educat. Research. 1980. V. 73. P. 195–199.

Leventhal H . Cognitive processes and interpersonal prediction // J. of Abnorm. and Soc. Psychol. 1957. V. 55. P. 176–180.

Leventhal H., Singer D. L. Cognitive complexity, impression formation and impression change // J. of Personality. 1964. V. 32. P. 210–226.

Linn M. C., Kyllonen P . The field dependence-independence construct: Some, one or none // J. of Educat. Psychology. 1981. V. 73 (2). P. 261–273.

Loo R., Cauthen N. R. Anxiety and perceptual articulation // Perc. and Motor Skills. 1976. V. 43. P. 403–408.

Lowe D. G. Further investigation on inhibitory mechanisms in attention // Memory and Cognition. 1985. V. 13. P. 74–80.

Lundy R. M., Berkowitz L . Cognitive complexity and assimilative projection in attitude change // J. of Abnormal and Soc. Psychology. 1957. V. 55. P. 34–37.

Maccoby E. E., Dowby E. M., Hagen J. M., Degerman R . Activity level and intellectual functioning in normal preschool children // Child Devel. 1965. V. 36. P. 761–770.

Marcus S., Catina A . Appreciative styles // Revue Roumaine des sciences sociales. Serie de Psychologie. 1977. V. 21 (22). P. 141–151.

Marton F . What does it take to learn? Some implication on an alternative view of learning // N. J. Entwhistle (Ed.). Strategies for research and development in higer education. Amsterdam: Swets and Zeitlenger, 1976. P. 200–222.

Massari D . The relation of reflection-impulsivity to field dependence-independence and internal-external control in children // J. of Genetic Psychology. 1975. V. 126. P. 61–67.

McKenna F. R. Measures of field dependence: Cognitive style or cognitive ability? // J. of Personality and Soc. Psychology. 1984. V. 47 (3). P. 593–603.

McKinney J. D. Problem-solving strategies in impulsive and reflective second grades // Devel. Psychology. 1973. V. 8. P. 145–178.

McLeod C. M., Jackson R. A., Palmer J . On the relation between spatial ability and field dependence // Intelligence. 1986. V. 10. P. 141–151.

Messick S., Kogan N . Differentiation and compartmentalization in object-sorting measures categorizing-style // J. of Personality. 1963. V. 16. P. 47–51.

Messick S., Kogan N . Personality consistencies in judgement: dimension of role constructs //Multivar. Behav. Research. 1966. V. 1. P. 165–175.

Messer B . Reflection-Impulsivity: A review // Psychol. Bulletin. 1976. V. 83 (6). P. 1026–1052.

Miller A., Wilson P . Cognitive differentiation and integration: A conceptual analysis // Genetic Psychology Monographs. 1979. V. 99. P. 3–40.

Miller A . Cognitive styles: An integrated model // Educat. Psychology. 1987. V. 7. P. 251–268.

Moore D. M., Dwyer R. E. Effect of cognitive style on test type (visual or verbal) and color coding // Perc. and Motor Skills. 1994. V. 79. P. 1532–1534.

Myers I. B. The Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologist’s Press, 1962.

Naish L. N. The locus of the Stroop effect: One site masquerading as two? // Brit. J. of Psychology. 1985. V. 76. P. 303–310.

Neimark E. D. Longitudinal development of formal operations thought // Genetic Psychol. Monogr. 1975. V. 91. P. 171–225.

Neimeyer R. A., Neimeyer G. J. Conceptual differentiation, integration and empatic prediction // J. of Personality. 1983. V. 51 (2). P. 185–191.

Niaz M . Mobility-fixity dimension in Witkin’s theory of field-dependence/independence and its implication for problem solving in science // Perc. and Motor Skills. 1987. V. 65 (3). P. 755–764.

Noppe L. D. The relationship of formal thought and cognitive styles to creativity // J. of Creative Behaviour. 1985. V. 19 (2). P. 88–96.

Nosal Ch.S . Psychologiczne modele umysłu. Warszawa: Państwowe Wydawnictwo Naukowe, 1990.

O’Connor K. P., Blowers G. H. Cognitive style, set and sorting strategy // Brit. J. of Psychology. 1980. V. 71 (1). P. 17–22.

Oliver J. M., McGee J . Cognition as a function of depression in a student population: Content and complexity of cognition // Cognitive Therapy and Research. 1982. V. 6 (3). P. 275–286.

Orford J . Simplistic thinking about other people as a predictor of early drop-out at an alcoholism halfway haus // British J. of Medical Psychology. 1974. V. 47 (1). P. 53–62.

O’Sullivan M. et al . The measurement of social intelligence. Los Angeles, 1965.

Pascual-Leone J., Goodman D . Intelligence and experience: A neo-Piagetian approach // Instructional Science. 1979. V. 8. P. 301–367.

Pettigrew T. F. The measurement and correlates of category width as a cognitive variable // J. of Personality. 1958. V. 26. P. 532–544.

Piskors Z . Conceptual category width and content of categorization // Polish Psychol. Bull. 1989. V. 20 (1). P. 25–32.

Plomin R., Buss A. H. Reflection – impulsivity and intelligence // Psychol. Reports. 1973. V. 33 (3). P. 726.

Rapoport D . Cognitive structures // J. S. Bruner et al. (Eds.). Contemporary approaches to cognition. Cambridge: Harvard Univ. Press, 1957.

Rayne S. K., Beatty M. J. Innovativeness and cognitive complexity // Psychol. Reports. 1982. V. 51 (1). P. 85–86.

Rayner S., Riding R . Towards a categorisation of cognitive styles and learning styles // Educat. Psychology. 1997. V. 17 (1 and 2). P. 5–27.

Reinert H . One picture is worth a thousand words? Not necessarily! // Modern Language J. 1976. V. 60. P. 160–168.

Renninger K. A., Snyder S. S. Effects of cognitive style on perceived satisfaction and performance among students and teachers // J. of Educat. Psychology. 1983. V. 75 (5). P. 668–678.

Ribaupierre A . Cognitive style and operational development: A review of french literature and a neo-Piagetian reinterpretation // T. Globerson, T. Zelniker (Eds.). Cognitive style and cognitive development. Norwood, New Jersey, 1988. P. 86–115.