Information Technology Reference
In-Depth Information
DIAGNOSIS
Myers-Briggs Type Indicators were rejected as being too complex and potentially
unreliable, a view shared by many practicing psychologists. Similarly, schemes that incor-
porated personality types with cognitive styles were rejected, because their outcomes were
too diverse to be useful to individual students at an early stage of metacognitive develop-
ment. Harrison and Bramson (1999) identified five main modes of thinking. These modes are
typified by the philosophers Hegel, Kant, Singer, Liebniz and Locke. The Hegelian and
Kantian modes are substantive/value-oriented thinking and knowing styles as distinct from
the analyst/realist style represented by the Liebnizian and Lockeian modes. Harrison and
Bramson (1999) noted that approximately 50% of people prefer to think in a single style, and
that 35% are able to use two related styles. This confirms the view expressed by Benson and
Standing (2001) and Stenning, Cox, and Oberlander (1995) that the underlying preferred
thinking styles are relatively immutable, but a minority of people (approximately 12%) may
prefer several modes equally. While Harrison and Bramson's (1999) framework is useful, the
need to incorporate a history of contemporary thinkers and schools of thought into the
program was an acceptable overhead. Reverting to work carried out by Ornstein (1997), a
simpler classification scheme of left- and right-brain thinking was adopted (this has been
discussed in Benson & Standing, 2001a). This division uses the terms left and right as
cognitive styles, neurologically speaking, functions may be distributed in either or both
hemispheres of the brain (McCrone, 1999; Kelly et al., 1998). Ornstein's divisions give the
following:
•
Left-brain cognition — sequential analysis: systemic, logical interpretation of informa-
tion; interpretation and production of symbolic information: language mathematics
abstraction and reasoning; memory stored in a language format
•
Right-brain cognition — holistic functioning: processing provides a “holistic” picture
of environment; visual special skills; coordination of holistic activities such as dancing
and gymnastics; memory is stored in auditory, visual, and spatial modalities
In individuals, a small difference in right- and left-brain ability is usually sufficient to
guarantee 100% selection for the preferred mode. Work by Benson and Standing (2001a)
showed a right-brain bias in IS students.
EDUCATION
A minimalist program was devised in order to fit into the existing curriculum without
compromising content or standards. A total of three hours was allocated, a 40-minute
introduction and four 20-minute mini-presentations. Because the object was to improve
student outcomes, the program focused on knowledge and techniques that would be
immediately useful to students. This resulted in the following composition:
1.
Basic personality types (introvert, extrovert, judger, perceiver, and control/emote
responses) — This allowed students to make a swift assessment of themselves in terms
of their broad behavioral patterns, attitude toward deadlines, and motivation. This also
enabled them to make a similar assessment of their lecturers. Simple motivational
strategies were offered, and the importance of leisure and enjoyment to learning were
explained and emphasized.
