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Biomedical subjects

R J Riding

Publications and source records attributed to R J Riding.

7 recordsLinked to original sources
PubMed1999

EEG differences and cognitive style.

Individuals differences in information processing related to cognitive style were investigated by EEG recording during cognitive tasks. Fifteen adults received the Cognitive Styles Analysis which assessed their positions on two dimensions: the wholist-analytic and the verbal-imagery. The EEG from midline, paramedial and lateral electrode clusters was recorded, while subjects viewed words presented at different rates. A button was pressed when a word was in a target conceptual category. Off-line analysis produced spectral powers for delta, theta, alpha, beta 1, beta 2 and gamma bands. For the midline, the wholists had higher output than analytics in theta and alpha, but lower in gamma. In the paramedial cluster, verbalisers had greater right power than imagers for all bands except alpha. Further, the overall power was greater on the right for imagers than verbalisers frontally, and the converse occipitally. In the lateral grouping, the wholist-verbalisers had greater overall power left antero-temporally than other sub-groups.

Adolescent↗
PubMed1993

Teacher stress and cognitive style.

The aim of the study was to investigate the relationship between the teacher's cognitive style and occupational stress. A sample of 212 teachers in Maltese secondary schools completed a questionnaire surveying both the level of overall stress and the severity of four major areas of job stress. They were also given the Cognitive Styles Analysis which assesses two fundamental dimensions of cognitive style, wholist-analytic and verbal-imagery. For the top and bottom 25 per cent of the sample with extreme style characteristics, self-reported teacher stress was not related to style in a simple manner. However, style interacted significantly with teacher age. With regard to the four major areas of occupational stress, significant variations in the levels of stress were observed with style: whereas Analytics reported greater stress than Wholists for 'pupil misbehaviour' and 'poor working conditions', the converse was true for 'poor staff relations' and 'time pressures'.

Adult↗
PubMed1990

The effect of animated diagrams on the understanding of a mathematical demonstration in 11- to 14-year-old pupils.

One hundred and eight children from 11 to 14 years were given instruction on shears and rotations, and how these transformations could be used to show the truth of Pythagoras's Theorem. The experimental group, which saw a computer-presented animated display of the transformations, scored more highly on a subsequent test than either of two control groups, the first of which saw no computer at all, but only a diagram sheet which was in the possession of all the children. The second control group saw a computer-presented display which showed only the same ten discrete stages of the transformations as the diagram sheet. It was concluded that animation per se can facilitate the understanding of a mathematical task.

Achievement↗
PubMedDate not supplied

Occupational stress and cognitive style in nurses: 1.

All occupations are potentially stressful, and this is particularly so in the case of nursing, where a number of potential sources of stress interact. Cognitive style is likely to affect the way an individual reacts to different types of stress. The first part of this article will discuss the two basic dimensions of cognitive styles and their effects.

Burnout, Professional↗
PubMedDate not supplied

Occupational stress and cognitive style in nurses: 2.

The first part of this two-part article described cognitive styles and their possible influence on occupational performance and stress. This part describes a study whose aim was to investigate the relationship between cognitive style and occupational stress in nurses. Possible interactions with type of nursing, grade, age and number of clients were examined.

Adult↗