Ehrhardt H B
Am J Med Technol. 1983 Aug;49(8):569-77.
Cognitive style addresses the individual's unique preference for learning. Cognitive style differs from ability, achievement, performance, and productivity in that it is not measured quantitatively; it is value-free. Non one cognitive style is better than another. It is established in early childhood and remains stable. Cognitive style information has immediate use for those in an academic setting and those in any setting requiring effective communication. Cognitive style information has been widely used in medical settings, schools, hospitals, post graduate training and patient instruction. A practical model used in community colleges and in medical education is the Modified Hill Model. In that model 28 elements are assessed and the resultant "map" presents a graphic picture of learning preference. Research indicates that knowledge of cognitive style is effective in improving academic achievement and person-to-person communication. In medical technology, cognitive style can be effectively used in teaching (students, staff or patient), in work group communication, and in informing the many publics of the vital role played by medical technology.
认知风格体现了个体独特的学习偏好。认知风格与能力、成就、表现及生产力不同，因为它无法通过定量方式衡量；它不涉及价值判断。没有一种认知风格优于另一种。它在幼儿期形成并保持稳定。认知风格信息对于身处学术环境以及任何需要有效沟通的环境中的人都有直接用途。认知风格信息已在医疗环境、学校、医院、研究生培训及患者指导中广泛应用。社区学院和医学教育中使用的一个实用模型是改良希尔模型。在该模型中，会评估28个要素，所得出的“图谱”呈现出学习偏好的直观画面。研究表明，了解认知风格有助于提高学业成绩及改善人际沟通。在医学技术领域，认知风格可有效应用于教学（针对学生、工作人员或患者）、工作团队沟通以及向众多公众宣传医学技术所发挥的重要作用。
