Vestnik of Saint Petersburg University. Psychology
2021. Vol. 11, no. 4, 356–370
doi:10.21638/spbu16.2021.405
ISSN: 2658-3607 / 2658-6010 (online)
Interrelation Between Parents’ and Children’s Cognitive Styles in Primary School and Early Adolescence
Abstract
General Information
Keywords: cognitive styles of parents and children, impulsivity — reflexivity, narrow — wide range of equivalence, field dependence — field independence, rigid — flexible cognitive control, primary school age, early adolescence
Journal rubric: Empirical and Experimental Research
Article type: scientific article
DOI: https://doi.org/10.21638/spbu16.2021.405
Funding. The study was carried out according to the state assignment no. 0138-2021-0007.
Received: 03.07.2021
Accepted:
For citation: Budrina E.G. Interrelation Between Parents’ and Children’s Cognitive Styles in Primary School and Early Adolescence. Vestnik of Saint Petersburg University. Psychology, 2021. Vol. 11, no. 4, pp. 356–370. DOI: 10.21638/spbu16.2021.405. (In Russ., аbstr. in Engl.)
References
Balandina, L.L. (2015). Features of the manifestation of the cognitive style “impulsivity — reflexivity” and its relationship with the intellect and personal characteristics of preschoolers. Vestnik Permskogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta, 1, 55−65. (In Russian)
Barysheva, T.A., Matiushichev, I.Iu., Matiushicheva, M.I. (2021). The relationship between cognitive styles and socio-psychological adaptation in primary school age. Nauchnoe mnenie, 4, 62−69. https://doi.org/10.25807/22224378_2021_4_62 (In Russian)
Budrina, E.G. (2010). Dynamics of intellectual abilities in adolescence: a resource-based approach. In: A.L.Zhuravlev, T.I.Artemieva (eds). Final scientific conference of the Institute of Psychology of the Russian Academy of Sciences. Conference materials (pp. 148−164). Moscow, Institute of Psychology RAS Press. (In Russian)
Budrina, E.G., Kuznetsova, M.A. (2018). The relationship of cognitive style narrow — wide range of equivalence with academic performance in primary school and early adolescence. Vestnik Kostromskogo gosudarstvennogo universiteta. Ser.: Pedagogika. Psikhologiia. Sotsiokinetika, 24 (4), 87−91. (In Russian)
Budrina, E.G. (2020). Specificity of the cognitive style “impulsivity/reflectivity” in primary school and early adolescence. Human abilities and mental resources in the world of global changes (pp. 535−545). Moscow, Institute of Psychology RAS Press Publ. (In Russian)
Chistikova, M.A. (2017). Cognitive style and intellectual and creative development of first graders. Teoreticheskaia i eksperimental’naia psikhologiia, 10 (3), 6–12. (In Russian)
Cools, E. (2009). A reflection on the future of the cognitive style field: A proposed research agenda. Reflecting Education, 5, 19–34.
Corah, N.L. (1965). Differentiation in children and their parents. Journal of Personality, 33, 300−308.
Dyk, R.B., Witkin, H.A. (1965). Family experiences related to the development of differentiation in children. Child Development, 36, 21−55.
Gardner, R.W., Holzman, P. S., Klein, G. S., Linton, H.B., Spence, D.P. (1959). Cognitive control; A study of individual consistencies in cognitive behavior. Psychological Issues, monograph 4, vol. 1. New York.
Gardner, R.W., Jackson, D.N., Messick, S.J. (1961). Personality organization in cognitive controls and intellectual abilities. Psychological Issues, monograph 4, vol. 2. Madison.
Hooper, F.H., Hooper, J.O., Colbert, K.K. (1984). Personality and memory correlates of intellectual functioning: Young adulthood to old age. Basel; New York, S. Karger.
Kagan, J., Moss, H.A., Sigel, I.E. (1963). Psychological significance of styles of conceptualization. In: J.C.Wright, J.Kagan (eds). Basic cognitive processes in children. Monograph of the Society for Research in Child Development, 28, (2, Whole No. 86), 73−112.
Kholodnaia, M.A. (2018). Cognitive Styles. On the nature of the individual mind. 3rd ed. Moscow, Iurait Publ. (In Russian)
Kornilova, T.V., Paramei, G.V. (1989). Approaches to the study of cognitive styles: twenty years later. Voprosy psikhologii, 6, 140–146. (In Russian)
Larsen, W.W. (1982). The relationship of reflection — impulsivity to intelligence and field dependence in older adults. Journal of Personality, 3 (1), 31−34.
Oliver, R.O. (1974). Parental influence on children’s cognitive style, Ames, Iowa State University.
Scallon, R.J., Herron, W.G. (1969). Field articulation of enuretic boys and their mothers. Perceptual and Motor Skills, 28, 407−413.
Schaffer, M.C. (1969). Parent-child similarity in psychological differentiation, unpublished doctoral dissertation, West Lafayette, Purdue University.
Volkova, N.N., Gusev, A.N. (2016). Cognitive styles: discussion questions and problems of study. Natsional’nyi psikhologicheskii zhurnal, 2 (22), 28−37. (In Russian)
Witkin, H.A., Dyk, R., Faterson, H.F., Goodenough, D.R., Karp, S.A. (1962). Psychological differentiation. New York, John Wiley & Sons.
Witkin, H.A., Lewis, H.B., Hertzman, M., Machover, K., Meissner, P.B., Wapner, S. (1954). Personality through perception. New York, Harper & Brothers.
Witkin, H.A. (1964). Origins of cognitive style. In: C. Sheerer (ed.), Cognition: Theory, research, promise (pp. 172−205). New York, Harper & Row.
Iablokova, A.V. (2021). Cognitive styles in the structure of psychological readiness for schooling. Vologda, VoGU Publ. (In Russian)
Information About the Authors
Metrics
Views
Total: 237
Previous month: 9
Current month: 9
Downloads
Total: 75
Previous month: 2
Current month: 3