The influence of individual cognitive style on performance in management education

This paper reports the outcomes of an empirical study undertaken to explore the possibility that cognitive style may be an important factor influencing performance on certain types of task in management education. Four hundred and twelve final-year undergraduate degree students studying management and business administration were tested using the Allinson-Hayes Cognitive Style Index. Their cognitive styles were then compared with assessment grades achieved for academic modules, the task categories of which were deemed to be consonant with either the wholist/intuitive or the analytic style of working. Overall ability defined by final degree grades was also tested against individuals’ cognitive styles. As expected, students whose dominant cognitive styles were analytic attained higher grades for long term solitary tasks involving careful planning and analysis of information. However, contrary to expectations, performance on tasks believed to be more suited to the wholist/intuitive style was also higher for analytic individuals, as was overall ability defined by final degree grades. The results were discussed in terms of the nature of the tasks and the need for methods of performance assessment that are independent of an orientation bias. Without this, it is argued, employment selection criteria may favour the wrong type of candidate in some circumstances

How brains make decisions

This chapter, dedicated to the memory of Mino Freund, summarizes the Quantum Decision Theory (QDT) that we have developed in a series of publications since 2008. We formulate a general mathematical scheme of how decisions are taken, using the point of view of psychological and cognitive sciences, without touching physiological aspects. The basic principles of how intelligence acts are discussed. The human brain processes involved in decisions are argued to be principally different from straightforward computer operations. The difference lies in the conscious-subconscious duality of the decision making process and the role of emotions that compete with utility optimization. The most general approach for characterizing the process of decision making, taking into account the conscious-subconscious duality, uses the framework of functional analysis in Hilbert spaces, similarly to that used in the quantum theory of measurements. This does not imply that the brain is a quantum system, but just allows for the simplest and most general extension of classical decision theory. The resulting theory of quantum decision making, based on the rules of quantum measurements, solves all paradoxes of classical decision making, allowing for quantitative predictions that are in excellent agreement with experiments. Finally, we provide a novel application by comparing the predictions of QDT with experiments on the prisoner dilemma game. The developed theory can serve as a guide for creating artificial intelligence acting by quantum rules.Comment: Latex file, 20 pages, 3 figure

Examining the Context of Strategy Instruction

The goal of literacy instruction is to teach reading and writing as tools to facilitate thinking and reasoning in a broad array of literacy events. An important difference in the disposition of children to participate in literacy experiences is the extent to which they engage in intentional self-regulated learning. The contexts attending six traditional models of strategy instruction are examined. An exploratory study, conducted with heterogeneous third graders, is reported, examining the implementation and outcomes of three models of strategy instruction—Direct Instruction, Reciprocal Teaching, and Collaborative Problem Solving—which manipulated teacher and student control of activity, as well as the instructional context.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69008/2/10.1177_074193259101200306.pd