Abstract
Cognitive Styles refer to the preferred way individual processes information. Unlike individual differences in abilities which describe peak performance, styles describe a person’s typical mode of thinking, remembering or problem solving. Further more, styles are usually considered to be bipolar dimensions whereas abilities are unipolar. Having more of an ability is usually considered beneficial while having a particular Cognitive Style simply denotes a tendency to behave in a certain manner. Cognitive Style is usually described as personality dimension which influences attitudes, values, and social interaction. Cognitive-Style is a hypothetical construction that has been developed to explain the process of mediation between stimulus and response. The term Cognitive Style refers to the characteristic ways in which an individual conceptually organizes the environment. It is viewed that Cognitive Style refers to the way an individual fitters and processes stimuli so that the environment takes on psychological meaning. As such cognitive representations modify the one-to-one relationship between stimulus and response, if it were not for these cognitive representations; stimuli would have been irrelevant for the individual as the individual would respond to the stimulation in a robot like fashion. This paper discusses the cognitive styles among student teachers.
Keywords: Cognitive Styles, Education, Student Teachers
