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Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme

Year 2017, Volume: 16 Issue: 2, 717 - 726, 01.04.2017

Elif Esmer

https://doi.org/10.17051/ilkonline.2017.304729

Abstract

Stil alanı bireysel farklılıklar ve kişilik odaklı yapılan çalışmalarla sürekli gelişen bir alandır. Stil modelleri arasında ortak özellikler olduğu gibi stil yaklaşımları ve kuramsal dayanaklar açısından bazı farklılıklar da görülmektedir. Stil sınıflamaları genellikle bu benzerlik ve farklılıklar irdelenerek yapılandırılmıştır. Alan yazında oldukça fazla stil boyutunun tanımlanmış olması yeni tartışmalara neden olmaktadır. Bu tartışmalar nedeniyle araştırmacılar tarafından, stil alanının sorunlarına çözüm oluşturabilecek öneriler getirilmektedir. Zihinsel stiller de bu önerilerden biri olarak ortaya çıkmıştır. Zihinsel Stil (Intellectual Style” kavramı son yıllarda üzerinde durulan ve tüm stilleri ifade edecek biçimde kullanılan yeni bir kavramdır.  Bu incelemede stil sınıflamaları üzerinde durulmuş ve zihinsel stil kavramı irdelenmiştir. 

Keywords

Zihinsel stil Öğrenme stilleri Bilişsel stiller

References

  • Allport, G. W. (1937). Personality: a psychological interpretation. New York: Henry Holt and Company.
  • Allport, G. W. (1921). Concepts of trait and personality. Psychological Bulletin. 24(5), 284-293.
  • Barkhuus, L. & Csank, P. (1999). “Allport’s theory of traits: a critical review of the theory and two Studies”. [Online] Retrieved on 17.01.2015, at URL: http://www.itu.dk/~barkhuus/allport.pdf
  • Briggs, S. P. Copeland, S. & Haynes, D. (2007). Accountants for the 21st century, where are you? A five-year study of accounting students’ personality preferences. Critical Perspectives on Accounting 18(5), 511–537.
  • Campbell, B. J. (1991). Planning for a student learning style. Journal of Education for Business. 66(6), 356.
  • Cano-G. F. ve Hughes, E.H (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology. 20(4), 413-430.
  • Carlyn, M. (1977). An assement of the Myers-Briggs type indicator. Journal of Personality Assesment. 41(5), 461-473.
  • Curry, L. (1983). An organisation of learning style theory and constructs. In L. Curry (Ed) Learning style in continuing education. Canada, Dalhousie University.
  • Dunn, R. (1999). How do we teach them, if we don't know how they learn? Teaching pre k. 29(7),50-52.
  • Dunn, R. (2003). The Dunn and Dunn learning style model: theoretical cornerstone, research and
  • practical applications. In S. Armstrong, M. Graff, C. Lashley, E. Peterson,
  • Raynor, E. Sadler S. M. Schiering & D. Spicer (Eds), Bringing theory and practice, proceedings of the 8th annual European learning styles information network conference. Hull: University of Hull.
  • Entwistle, N. J., ve Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences
  • for contrasting academic environments. Higher Education. 19, 169-194.
  • Erden, M. ve Akman, Y. (2006). Eğitim Psikolojisi: Gelişim, Öğrenme ve Öğretme. Arkadaş Yayınları: Ankara.
  • Fer, S. (2005). Düşünme Stili Envanterinin Geçerlik Ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri. 5(2), 463
  • Francis, L.J. (1997). Personality type and scripture: exploring Mark’s gospel. Mowbray: London.
  • Francis, L. J. Craig, C. L. & Robbin, M. (2007). The relationship between psychological type and the
  • three major dimensions of personality. Current Psychology: Developmental -Learning –
  • Personality -Social, 25(4), 257-271.
  • Glass, A. & Riding, R. J. (1999). EEG differences and cognitive style. Biological Psychology. 51(1), 23–41.
  • Gregorc, A. F. (1979). Learning/teaching styles: potent forces behind them. Educational Leadership. 36(4), 234-236.
  • Gregorc, A. F. (1984). Style as a symptom: a phenomenological perspective. Theory into Practice. 23(1), 51-55.
  • Grigorenko, E. L. ve Sternberg, R. J. (1995). Thinking styles. In D.H. Saklofske & M. Zeidner (Eds.) International handbook of personality and intelligence (pp. 205-230). New York, Plenum Press.
  • Grigorenko, E. L. & Sternberg, R. J. (1997). Styles of thinking, abilities and academic performance. Exceptional Children. 63(3), 295–312.
  • Guilford, J.P. (1956). The structure of intellect. Psychological Bulletin. 53(4), 267-293.
  • Harrington, R. ve Loffredo, D. A. (2001). The relationship between life satisfaction, self-consciousness and the Myers-Briggs Type Inventory (MBTI) dimensions. Journal of Psychology: Interdisciplinary and Applied. 135(4), 439-450.
  • Hayes, J., & Allinson, C. W. (1994). Cognitive style and its relevance for management practice.British Journal of Management. 5(1), 53–71.
  • Haynes, D. & Briggs, S. P. & Copeland, S. (2008). Mind the gap: Accountants at work and play. Critical Perspectives on Accounting. 19, 81–96.
  • Hazar, M. Ç. (2006). Kişilik ve İletişim Tipleri. Selçuk İletişim Dergisi. 4(2), 125-140.
  • Honey, P. & Mumford, A. (1986). Using your learning styles. Maidenhead: Peter
  • Kagan, J., Rosman, B. L., Kay, D., Albert, J. & Phillips, W.(1964). Information processing in the
  • child: Significance of analytic and reflective attitudes. Apa Psycnet Direct. 78(1), 1-37.
  • Kalsbeek, D. ve Tallahassee, F. L. (1989). Linking learning style theory with retention research: The trails project. AIR professional file. The Association for Institutional Research. 32, 1-9.
  • Kirton, Michael. 1976. Adaptors and Innovators: a Description and Measure. Journal of Applied Psychology. 61(5), 622-629.
  • Kolb, A.Y. & Kolb, D.A. (2005). The Kolb learning style inventory version 3.1: Technical specifications. Haygroup: Experience Based Learning Systems Inc.
  • Kolb, D. A. 1976. The learning style ınventory: Technical manual, Boston, Ma.: McBer.
  • Köknel, Ö. (2000). Duygudurum Bozukluklarının Tarihçesi. Duygu Durum Dizisi. 1, 5-11.
  • Magness, J.B. & Roslewicz, E. A. (2009). “An innovative Myers-Briggs type indicator educational experience used in an information technology capstone course”. Paper presented at SIGITE Conferrence. Fairfax, VA.
  • Miller, A. (1987). Cognitive styles: An integrated model. Educational Psychology. 7(4), 251–268. Oxford Dictionary, [Online] Retrieved on http://oxforddictionaries.com. 17.01.2015
  • Pittenger, D. J. (1993). The utility of the Myers-Briggs type indicator. Review of Educational Research. 63(4), 467-488.
  • Riding, R. J., Grimley, M., Dahraei, H. & Banner, G. (2003). Cognitive style, working memory and learning behaviour and attainment in school subjects. British Journal of Educational Psychology. 73(2), 149-169.
  • Rayner, S. V & Riding, R. (1997). Towards a categorisation of cognitive styles and learning styles.
  • Educational Psychology, 17, (1), 5-27.
  • Riding, R.& Rayner, S. (1998). Cognitive styles and learning strategies: understanding style differences in learning and behavior. David Pulton Publishers: London
  • Sadler, S. E. (1999). Intuition-analysis style and approaches to studying. Educational Studies. 25, (2), 159-173.
  • Sayın, A. ve Aslan, S. (2005). Duygudurum Bozuklukları ile Huy, Karakter ve Kişilik İlişkisi. Türk Psikiyatri Dergisi. 16 (4), 276-283.
  • Senemoğlu, N. (2009). Gelişim Öğrenme ve Öğretim. Ankara: Pegema Yayıncılık
  • Sternberg, R. J. (1997). Thinking styles. Cambridge University Press: Cambridge.
  • Sternberg, R. J. & Grigorenko, E. L. (1997). Are cognitive styles still in style? American Psychologist. 52, (7), 700-712
  • Türk Dil Kurumu, Büyük Türkçe Sözlük, [Online] www.tdk.gov.tr. adresinden 17.01.2015 tarihinde ulaşılmıştır.
  • Witkin, H. A., Faterson, H. F., Goodenough, D. R. & Birnbaum , J. (1966). Cognitive patterning in
  • mildly retarded boys. Child Development. 37 (2), 301-316.
  • Witkin, H. A., Moore, A., Goodenough, D.R. & Cox, P.W. (1977). Field dependent and field independent cognitive styles and their educational implications. Review of Educational Research. 47(1), 1-64.
  • Zhang, L. F. (2000). Are Thinking Styles and Personality Types Related? Educational Psychology,
  • (3), 271-283
  • Zhang, L. F. (2001), Do thinking styles contribute to academic achievement beyond self rated abilities? The Journal of Psychology, 135 (6), 621-137.
  • Zhang, L. F. (2004). Predicting cognitive development, intellectual styles, and personality traits from self-rated abilities. Learning and Individual Differences. 15, 67–88.
  • Zhang, L. F.& Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review. 17(1), 1-53.
  • Zhang, L.F. & Sternberg, R.J. (2006). The nature of intellectual styles. New Jersy: Lawrence Erlbaum
  • Associates.
  • Zhang, L. F. & Sternberg, R. J. (2009). Perspectives on the nature of ıntellectual styles. Springer
  • Publishing Company: New York.

Year 2017, Volume: 16 Issue: 2, 717 - 726, 01.04.2017

Elif Esmer

https://doi.org/10.17051/ilkonline.2017.304729

Abstract

References

  • Allport, G. W. (1937). Personality: a psychological interpretation. New York: Henry Holt and Company.
  • Allport, G. W. (1921). Concepts of trait and personality. Psychological Bulletin. 24(5), 284-293.
  • Barkhuus, L. & Csank, P. (1999). “Allport’s theory of traits: a critical review of the theory and two Studies”. [Online] Retrieved on 17.01.2015, at URL: http://www.itu.dk/~barkhuus/allport.pdf
  • Briggs, S. P. Copeland, S. & Haynes, D. (2007). Accountants for the 21st century, where are you? A five-year study of accounting students’ personality preferences. Critical Perspectives on Accounting 18(5), 511–537.
  • Campbell, B. J. (1991). Planning for a student learning style. Journal of Education for Business. 66(6), 356.
  • Cano-G. F. ve Hughes, E.H (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Educational Psychology. 20(4), 413-430.
  • Carlyn, M. (1977). An assement of the Myers-Briggs type indicator. Journal of Personality Assesment. 41(5), 461-473.
  • Curry, L. (1983). An organisation of learning style theory and constructs. In L. Curry (Ed) Learning style in continuing education. Canada, Dalhousie University.
  • Dunn, R. (1999). How do we teach them, if we don't know how they learn? Teaching pre k. 29(7),50-52.
  • Dunn, R. (2003). The Dunn and Dunn learning style model: theoretical cornerstone, research and
  • practical applications. In S. Armstrong, M. Graff, C. Lashley, E. Peterson,
  • Raynor, E. Sadler S. M. Schiering & D. Spicer (Eds), Bringing theory and practice, proceedings of the 8th annual European learning styles information network conference. Hull: University of Hull.
  • Entwistle, N. J., ve Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences
  • for contrasting academic environments. Higher Education. 19, 169-194.
  • Erden, M. ve Akman, Y. (2006). Eğitim Psikolojisi: Gelişim, Öğrenme ve Öğretme. Arkadaş Yayınları: Ankara.
  • Fer, S. (2005). Düşünme Stili Envanterinin Geçerlik Ve Güvenirlik Çalışması. Kuram ve Uygulamada Eğitim Bilimleri. 5(2), 463
  • Francis, L.J. (1997). Personality type and scripture: exploring Mark’s gospel. Mowbray: London.
  • Francis, L. J. Craig, C. L. & Robbin, M. (2007). The relationship between psychological type and the
  • three major dimensions of personality. Current Psychology: Developmental -Learning –
  • Personality -Social, 25(4), 257-271.
  • Glass, A. & Riding, R. J. (1999). EEG differences and cognitive style. Biological Psychology. 51(1), 23–41.
  • Gregorc, A. F. (1979). Learning/teaching styles: potent forces behind them. Educational Leadership. 36(4), 234-236.
  • Gregorc, A. F. (1984). Style as a symptom: a phenomenological perspective. Theory into Practice. 23(1), 51-55.
  • Grigorenko, E. L. ve Sternberg, R. J. (1995). Thinking styles. In D.H. Saklofske & M. Zeidner (Eds.) International handbook of personality and intelligence (pp. 205-230). New York, Plenum Press.
  • Grigorenko, E. L. & Sternberg, R. J. (1997). Styles of thinking, abilities and academic performance. Exceptional Children. 63(3), 295–312.
  • Guilford, J.P. (1956). The structure of intellect. Psychological Bulletin. 53(4), 267-293.
  • Harrington, R. ve Loffredo, D. A. (2001). The relationship between life satisfaction, self-consciousness and the Myers-Briggs Type Inventory (MBTI) dimensions. Journal of Psychology: Interdisciplinary and Applied. 135(4), 439-450.
  • Hayes, J., & Allinson, C. W. (1994). Cognitive style and its relevance for management practice.British Journal of Management. 5(1), 53–71.
  • Haynes, D. & Briggs, S. P. & Copeland, S. (2008). Mind the gap: Accountants at work and play. Critical Perspectives on Accounting. 19, 81–96.
  • Hazar, M. Ç. (2006). Kişilik ve İletişim Tipleri. Selçuk İletişim Dergisi. 4(2), 125-140.
  • Honey, P. & Mumford, A. (1986). Using your learning styles. Maidenhead: Peter
  • Kagan, J., Rosman, B. L., Kay, D., Albert, J. & Phillips, W.(1964). Information processing in the
  • child: Significance of analytic and reflective attitudes. Apa Psycnet Direct. 78(1), 1-37.
  • Kalsbeek, D. ve Tallahassee, F. L. (1989). Linking learning style theory with retention research: The trails project. AIR professional file. The Association for Institutional Research. 32, 1-9.
  • Kirton, Michael. 1976. Adaptors and Innovators: a Description and Measure. Journal of Applied Psychology. 61(5), 622-629.
  • Kolb, A.Y. & Kolb, D.A. (2005). The Kolb learning style inventory version 3.1: Technical specifications. Haygroup: Experience Based Learning Systems Inc.
  • Kolb, D. A. 1976. The learning style ınventory: Technical manual, Boston, Ma.: McBer.
  • Köknel, Ö. (2000). Duygudurum Bozukluklarının Tarihçesi. Duygu Durum Dizisi. 1, 5-11.
  • Magness, J.B. & Roslewicz, E. A. (2009). “An innovative Myers-Briggs type indicator educational experience used in an information technology capstone course”. Paper presented at SIGITE Conferrence. Fairfax, VA.
  • Miller, A. (1987). Cognitive styles: An integrated model. Educational Psychology. 7(4), 251–268. Oxford Dictionary, [Online] Retrieved on http://oxforddictionaries.com. 17.01.2015
  • Pittenger, D. J. (1993). The utility of the Myers-Briggs type indicator. Review of Educational Research. 63(4), 467-488.
  • Riding, R. J., Grimley, M., Dahraei, H. & Banner, G. (2003). Cognitive style, working memory and learning behaviour and attainment in school subjects. British Journal of Educational Psychology. 73(2), 149-169.
  • Rayner, S. V & Riding, R. (1997). Towards a categorisation of cognitive styles and learning styles.
  • Educational Psychology, 17, (1), 5-27.
  • Riding, R.& Rayner, S. (1998). Cognitive styles and learning strategies: understanding style differences in learning and behavior. David Pulton Publishers: London
  • Sadler, S. E. (1999). Intuition-analysis style and approaches to studying. Educational Studies. 25, (2), 159-173.
  • Sayın, A. ve Aslan, S. (2005). Duygudurum Bozuklukları ile Huy, Karakter ve Kişilik İlişkisi. Türk Psikiyatri Dergisi. 16 (4), 276-283.
  • Senemoğlu, N. (2009). Gelişim Öğrenme ve Öğretim. Ankara: Pegema Yayıncılık
  • Sternberg, R. J. (1997). Thinking styles. Cambridge University Press: Cambridge.
  • Sternberg, R. J. & Grigorenko, E. L. (1997). Are cognitive styles still in style? American Psychologist. 52, (7), 700-712
  • Türk Dil Kurumu, Büyük Türkçe Sözlük, [Online] www.tdk.gov.tr. adresinden 17.01.2015 tarihinde ulaşılmıştır.
  • Witkin, H. A., Faterson, H. F., Goodenough, D. R. & Birnbaum , J. (1966). Cognitive patterning in
  • mildly retarded boys. Child Development. 37 (2), 301-316.
  • Witkin, H. A., Moore, A., Goodenough, D.R. & Cox, P.W. (1977). Field dependent and field independent cognitive styles and their educational implications. Review of Educational Research. 47(1), 1-64.
  • Zhang, L. F. (2000). Are Thinking Styles and Personality Types Related? Educational Psychology,
  • (3), 271-283
  • Zhang, L. F. (2001), Do thinking styles contribute to academic achievement beyond self rated abilities? The Journal of Psychology, 135 (6), 621-137.
  • Zhang, L. F. (2004). Predicting cognitive development, intellectual styles, and personality traits from self-rated abilities. Learning and Individual Differences. 15, 67–88.
  • Zhang, L. F.& Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational Psychology Review. 17(1), 1-53.
  • Zhang, L.F. & Sternberg, R.J. (2006). The nature of intellectual styles. New Jersy: Lawrence Erlbaum
  • Associates.
  • Zhang, L. F. & Sternberg, R. J. (2009). Perspectives on the nature of ıntellectual styles. Springer
  • Publishing Company: New York.
There are 63 citations in total.

Details

Journal Section Araştırma Articlesi
Authors

Elif Esmer This is me

Publication Date April 1, 2017
Published in Issue Year 2017 Volume: 16 Issue: 2

Cite

APA Esmer, E. (2017). Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme. İlköğretim Online, 16(2), 717-726. https://doi.org/10.17051/ilkonline.2017.304729
AMA Esmer E. Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme. İOO. April 2017;16(2):717-726. doi:10.17051/ilkonline.2017.304729
Chicago Esmer, Elif. “Stil Sınıflamaları Ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme”. İlköğretim Online 16, no. 2 (April 2017): 717-26. https://doi.org/10.17051/ilkonline.2017.304729.
EndNote Esmer E (April 1, 2017) Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme. İlköğretim Online 16 2 717–726.
IEEE E. Esmer, “Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme”, İOO, vol. 16, no. 2, pp. 717–726, 2017, doi: 10.17051/ilkonline.2017.304729.
ISNAD Esmer, Elif. “Stil Sınıflamaları Ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme”. İlköğretim Online 16/2 (April 2017), 717-726. https://doi.org/10.17051/ilkonline.2017.304729.
JAMA Esmer E. Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme. İOO. 2017;16:717–726.
MLA Esmer, Elif. “Stil Sınıflamaları Ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme”. İlköğretim Online, vol. 16, no. 2, 2017, pp. 717-26, doi:10.17051/ilkonline.2017.304729.
Vancouver Esmer E. Stil Sınıflamaları ve Zihinsel Stil Kavramının Neliği Üzerine Bir Değerlendirme. İOO. 2017;16(2):717-26.