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One hundred fifty-two change agents were given a list of twenty-four diagnostic questions they might ask the client organization, questions related to the change agents' cognitive styles and the tactics most likely used by the change agents to bring about organizational and/or individ ual change. The conclusions indicate that those with different cognitive styles do not use different diagnostic information and change tactics. The conclusions are compared with previous research findings on change agents' personal styles.

A long-standing dilemma in theories of management surrounds the question of whether effective managerial action is better served by 'rational analysis' or 'creative intuition'. In the present article, analysis and intuition are conceived within a framework of cognitive style in which a distinction is drawn between the processing of information (rational and intuitive) and the organizing of information in memory (local and global). Such styles are thought to affect a range of management behaviours (including decision-making). The relationship between managers' cognitive styles and firm performance was examined from a contingency perspective in which environmental instability was hypothesized as moderating the relationship between style and performance. The study was based upon data obtained from owner-managers and managing directors of small and medium-sized firms in two contrasting sectors. There was a positive relationship between intuitive decision style and contemporaneous financial and non-financial performance that did not appear to be moderated by environmental instability. Furthermore, a statistically significant relationship between intuitive decision style and subsequent financial performance was observed. The implications of these findings for theories of cognitive style, the management of small and medium-sized enterprises, and for the practice of management development in such firms are discussed.

We report a series of studies of historical reasoning among professional observers of world politics. The correlational studies demonstrate that experts with strong theoretical commitments to a covering law & cognitive-stylistic preferences for explanatory closure are more likely to reject close-call counterfactuals that imply that "already explained" historical outcomes could easily have taken radically different forms. The experimental studies suggest that counterfactual reasoning is not totally theory-driven: many experts are capable of surprising themselves when encouraged to imagine the implications of particular what-if scenarios. Yet, there is a downside to openness to historical contingency. The more effort experts allocate to exploring counterfactual worlds, the greater is the risk that they will assign too much subjective probability to too many scenarios. We close by defining good judgment as a reflective-equilibrium process of balancing the conflicting causal intuitions primed by complementary factual & counterfactual posings of historical questions. 1 Table, 4 Figures, 32 References. Adapted from the source document.

В статье рассматривается проблема совершенствования профессиональной деятельности педагогов в условиях цифровизации образования. Во введении актуализируется вопрос идентификации и исследования когнитивных стилей педагогов как специфической особенности их профессиональной деятельности.Представлены теоретические и эмпирические методы, которые были использованы в ходе проведенного исследования. Результаты исследования раскрывают влияние особенностей цифровизации на педагогическое взаимодействие «педагог - обучающийся - образовательная среда»: массовое внедрение цифровых технологий в процесс обучения, изменение методики преподавания дисциплины в соответствии с потребностями студентов «цифрового поколения». Представлена авторская реализация этапов педагогического взаимодействия педагога и студентов (с акцентом на когнитивный стиль педагога). Выявлены изменения в характере педагогического взаимодействия, обусловленные анализом когнитивных стилей педагогов: индивидуализация процесса обучения студентов при сохранении типовых интеллектуальных (поведенческих) реакций педагога. В выводах приводятся аргументы, свидетельствующие о важности исследования когнитивных стилей педагогов и их практического применения: необходимость постоянного саморазвития и самосовершенствования, выбор индивидуальной траектории саморазвития, совершенствование умения структурировать информацию средствами когниций.
The article deals with the acute problem of enhancing teachers' professional activity in the conditions of education digitalization. In the introduction the problem of identification and research of teachers' cognitive styles as a specific feature of their professional activity is actualized. The paper Presents theoretical and empirical methods employed in the research. The research results reveal digitalization specific influence on pedagogical interaction «teacher - learner - educational environment»: mass implementation of digital technologies in the process of teaching, changes in teaching methods in accordance with the needs of «digital generation». The article also provides the author's realization of the stages of pedagogical interaction between the teacher and students (with an accent on teachers' cognitive style). It reveals the changes in the character of pedagogical interaction conditioned by the analysis of teachers' cognitive styles: individualization of students' learning process while preserving teacher's typical inteltectual behavior reactions. The results present arguments for the importance of cognitive style research and its practical implementation: need for constant self-development and self-improvement, choice of individual self-development vector, enhanced ability to systemize information via means of cognition.

Thirty-nine subjects participated in an experiment designed to evaluate the influence of the reflective-impulsive cognitive style on visual inspection. The Matching Familiar Figures Test (MFFT) was used to classify subjects as reflectives (longer times, fewer errors), impulsives (shorter times, more errors), fast-accurates (shorter times, fewer errors), and slow-inaccurates (longer times, more errors). Following administration of the MFFT, subjects participated in a laboratory visual inspection task. Results from the inspection task indicate that the MFFT groups coalesced along an accuracy rather than a speed dimension. The more accurate groups (reflectives and fast-accurates) were significantly faster than the inaccurates (impulsives and slow-inaccurates) in detecting certain flaws, and they made fewer size-judgment errors. However, the inaccurates detected more flaws, (i.e., made fewer search errors) than did the accurates. These results are interpreted in terms of the possible cognitive styles affecting inspection performance.

Margaret Thatcher was a key late-20th-century political figure, with a major part of her influence felt in international affairs. Her colleagues and interlocutors agree that Thatcher was a distinctive and forceful individual. Yet, few studies have sought to systematically investigate her worldview and leadership style, and evaluate their impact upon her policy choices. Here, I apply Hermann's conceptual complexity content analysis scheme to the entirety of Thatcher's responses to foreign policy questions in the House of Commons, finding that she scores significantly lower in complexity than both the average world leader and the average post-1945 British prime minister. This aspect of cognitive style, which has been associated with stark, black-and-white worldviews, is shown to have strongly conditioned Thatcher's foreign policy decisions in the Falklands crisis, her relationship with Ronald Reagan, her evaluation of the Soviet Union and of Mikhail Gorbachev, and her attitude toward German reunification. I conclude, then, that Thatcher's personality is key to understanding her time in office, and that she presents a vivid example of how individuals matter in politics.

This paper details and discusses experimental results obtained towards personalizing a museum visit through a personal mobile guide, using an approach relying on users' cognitive style, gaming, social networks, and recommendations. It describes the personalization system, which relies on a Facebook game to infer users' cognitive style, visiting style and interests, and a recommendation algorithm offering sequences of points of interests to visit. A qualitative and quantitative analysis of an experiment conducted in a museum is given, offering first conclusions and perspectives on the approach.

The aim of this study is to find the moderating role of cognitive style index on servant leadership style and leadership effectiveness relationship. For this purpose, a survey was conducted on 415 teaching staff from public and private universities. A total of 200 completed questionnaires were returned and used in the analysis. Bivariate correlation and hierarchical multiple regression were used to test the hypotheses. It is concluded that cognitive style index does acts as moderator voluntary subordination, covenantal relationship and transcendent spirituality while for other it does not act as moderator. So, it means that these variables can bring change in the effectiveness of leaders while making decision to serve for society, community, employees, followers or customers.