The relationship of cognitive processes and cognitive styles to time management, cognitive structure, and achievement.

Tests for cognitive processes (block design test and digit span test) and cognitive styles (Myers Briggs Type Indicator) were administered to 100 community college students. The block design test was used to measure simultaneous processing. The digit span test was used to measure successive processing. The judgment/perception "work habits" dimension of the MBTI was the focus of the cognitive styles section. Analyses of variance were employed to compare the effect of student aptitude and style on performance in 3 areas: attendance, classroom achievement, and cognitive organization. Results indicated that (1) simultaneous processing was positively related to cognitive organization, (2) taken on their own, scores in either the judgment or perception end of the "work habits" dimension had no effect on the dependent measures, (3) the combination of low scores in successive processing and scoring in the perception end of judgment/perception resulted in low achievement scores, (4) the combination of low scores in simultaneous processing and scoring in the perception end of judgment/perception resulted in low cognitive organization scores. These results point to the "perceptive" learner with low aptitude scores being a learner "at risk".PhDPersonality psychologyUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/162153/1/8907178.pd