Abstract
The contribution of cognitive styles to solving cognitive tasks was widely studied so far. However, most of these studies assess the contribution of each cognitive style separately, not addressing the critical issue of various styles interactions. The purpose of our study was to reveal distinct subgroups characterized by multiple style dimensions, and further assess between-group differences in signal detection/discrimination tasks performance. We carried out an experiment (N=120), in which we assessed five cognitive styles (augmenting-reducing, leveling-sharpening, flexibility-rigidity of cognitive control, equivalence range, and focusing-scanning) as well as psychophysical tasks performance indices. In order to identify subgroups, characterized by multiple style dimensions, we performed latent class analysis and then assessed between-group differences in signal detection/discrimination tasks performance indices. We analyzed models consisted of four and five classes due to their classification quality characteristics (information criteria, entropy, absolute and relative Likelihood ratio tests) as well as the analysis of groups’ structure. A specific group was revealed in both models, including subjects with such style dimensions as ‘reducing’, ‘sharpening’, ‘flexibility’ and ‘scanning’. Such cognitive styles combination was related to the increase of sensory sensitivity as well as decrease of response confidence. We suggest that it reflects group’s abilities to draw attention to significant stimulation features, creating its detailed image, and inhibit impulsive responses. We highlight the necessity of studying not only effects of separate cognitive styles, but also their interactions. We suggest that our results could have practical implications in professional selection of specialists performing perceptual tasks under uncertainty.
Keywords: Cognitive stylepsychophysicsindividual differenceslatent class analysis
Introduction
The concept of cognitive style (CS) was initially introduced to highlight individual differences in organizing, representing, and processing information (Cools & Rayner, 2011; Kozhevnikov et al., 2014; Nosal, 2009). However, over the long-term studies the initial idea faced numerous challenges. The current issue in CS field was metaphorically characterized as ‘jungle’ or ‘snow-slip’ (Nielsen, 2014), reflecting the inconsistency in different authors’ views, the lack of adequate methodology and accumulation of the variety unsystematized empirical facts. Last works aim at critical analysis of the early studies, as well as introduce scientific programs, suggesting the way of overcoming crucial challenges and outlining perspectives of field improvement.
The issue of understanding the way CS are related to each other is recognized as one of the most pressing and controversial (Cools & Rayner, 2011; Kozhevnikov et al., 2014; Nosal, 2009; Zhang et al., 2012). CS, along with other style constructs, such as learning, thinking, intellectual styles etc., are recognized as ‘instrument bound’ — that is, they are characterized by relatively strict connection to the particular instrument or technique. That leads to apparent difficulties in generalization of empirical data and theoretical conceptualization of results. In general, empirics preceded theory, and therefore researchers were forced to build on specific and concrete operationalized definitions of CS. The expand of empirical studies was not accompanied by the corresponding increase of summarizing theoretical works (Cools, Rayner, 2011; Moskvina & Kozhevnikov, 2011; Nielsen, 2014; Nosal, 2009). Furthermore, many authors highlight the ongoing increase in already large number of separate isolated CS dimensions as well as corresponding diagnostic tools (Cools & Rayner, 2011; Moskvina & Kozhevnikov, 2011; Nielsen, 2014; Zhang et al., 2012).
Problem Statement
The variety of integrative models contributing to the issue of systematizing and clustering existing CS has been suggested so far (Kozhevnikov et al., 2014). However, to the authors’ best knowledge, despite the large body of literature exploring individual differences in solving various types of tasks exists (see, for instance, Izmalkova & Blinnikova, 2017; Shoshina & Shelepin, 2014), empirical studies assessing the effects of CS interactions (or combinations of multiple CS) are still lacking. Moreover, it is crucial to systematize and organize distinct CS dimensions within the context of this being one of the controversial issues.
Research Questions
In this study we attempted to address two issues. First, we were wondering whether we could reveal distinct profiles and groups, representing five style dimensions, and second, we questioned whether individual differences in psychophysical tasks performance exist between the revealed subgroups.
Purpose of the Study
In this paper, while we refer to our earlier work dealing with individual CS differences in psychophysical tasks performance (Volkova & Gusev, 2017), the focus is different. While in referred study we aimed at exploring how separate CS affect sensory performance, in the present study our goal is to reveal a set of subgroups characterized by multiple CS dimensions (augmenting-reducing, leveling-sharpening, flexibility-rigidity of cognitive control, equivalence range, and focusing-scanning) using latent class analysis (LCA) method, and further assess between-group differences in signal detection/discrimination tasks performance.
Research Methods
A total of 120 participants (42 males and 78 females) with normal or corrected-to-normal vision took part in this experiment: 112 of them performed both CS tests and psychophysical tasks, 8 of them performed CS tests only.
The experimental session started with two psychophysical tasks, each of which had two difficulty levels (easy and hard): (1) visual signal detection ‘yes-no’ (YN) task, where a distractor was added to the original procedure, and (2) ’same-different’ loudness signal discrimination (SD) task. A detailed description of the tasks, including stimuli, instructions, software and apparatus, is presented in our previous paper (Volkova & Gusev, 2017). We assessed sensory sensitivity (A′), strictness of criterion index (YesRate), RT, RT stability (SDRT) and confidence (Conf) for each task.
After YN and SD tasks participants performed a set of CS tests: (1) Leveling-Sharpening House Test (Santostefano, 1971), (2) Stroop Color-Word Interference Test (Stroop, 1935), assessing flexibility-rigidity of cognitive control, (3) Object Sorting Test (Gardner et al., 1959), evaluating equivalence range, and (4) Size Estimation Test (Gardner et al., 1959), appraising focusing-scanning and augmenting-reducing. The median split was used to divide sample in two dimensions for each CS.
Data was processed using IBM SPSS Statistics 22.0 and Mplus 7.
In order to reveal the groups with different combination of CS we performed LCA. This mixture-model method is based on the idea that it is possible to reveal a class as a categorical latent (unobserved) variable that may serve as a possible explanation of subjects’ heterogeneous response patterns in a manner that they belong to different subgroups. In general, LCA, along with the cluster analysis, addresses the issue of classifying and clustering respondents, in our case – based on subject’s belonging to a certain CS dimension. This statistical procedure seems to us to better fulfill our goals and objectives because of its specific features. In contrast to cluster analysis, in which participants are clustered based on the distances, LCA builds upon the probability of belonging to the group. Moreover, one of the big advantages of this method is that it is developed to deal with categorical data (Geiser, 2013). Since in our study we use the median split to divide sample into two CS dimensions, we get categorical (binary) data for each of the five CS.
Findings
Therefore, we suggested that we could reveal several distinctive CS profiles, allowing us to categorize the sample into groups, and then analyze the significance of between-group differences. For this purpose we compared models with different numbers of latent classes (table
There were 31 distinct CS patterns, consisted of the scores for each CS dimension, which were then grouped in classes. table
As a result, we have chosen to the four-class model due to its fit characteristics and the analysis of the structure of revealed groups, i.e. the CS dimensions. Nonetheless, we have analyzed both four- and five-class models due to the interpretation of groups structure obtained.
Tables
Moreover, Tables
We used one-way ANOVA with LSD multiple comparisons test in order to assess between-group differences. It showed several significant effects of latent class membership factor on psychophysical tasks performance indices. Tables
First, we found significant effects of latent class membership in four-class model on sensitivity index A′ in both easy (F=4.032, p=0.010, eta=0.114) and hard (F=5.051, p=0.003, eta=0.140) YN tasks. As is clear from table
Similar results were achieved for five-class model (F=3.864, p=0.006, eta=0.142 for easy YN task; F=4.604, p=0.002, eta=0.167 for hard one), where the same group showed advantage in sensory sensitivity (table
We have also found significant effects of latent class membership factor in four-class model on response confidence in both easy (F=3.803, p=0.012, eta=0.096) and hard (F=4.410, p=0.006, eta=0.109) SD tasks. As shown in table
The results obtained for five-class model were quite similar (F=3.157, p=0.017, eta=0.106 for easy SD task; F=3.120, p=0.018, eta=0.104 for hard one). As presented in table
It is noteworthy that for both models the class, demonstrated relatively highest sensitivity in YN tasks, showed at the same time the lower response confidence in SD tasks.
Conclusion
Using the LCA method, we identified distinct groups, characterized by multiple CS dimensions. Although our findings require further investigation, we would like to highlight that studying not only effects of separate CS, but also CS interactions is an issue of critical importance within the framework of style field in psychology.
Regarding individual differences in psychophysical tasks performance, we managed to reveal a specific group, that shows both high sensory sensitivity and low response confidence. Since the perceptual uncertainty, inherent to psychophysical tasks, is a key component of professional activity of wide range of observers (for instance, radar stations operators, air traffic controllers), our findings may have a practical outcome in professional selection of specialists, performing perceptual tasks under special conditions at their full sensory capacity.
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Publication Date
23 November 2018
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978-1-80296-048-8
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Future Academy
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49
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Educational psychology, child psychology, developmental psychology, cognitive psychology
Cite this article as:
Volkova, N. N., & Gusev, A. N. (2018). Cognitive Styles And Psychophysical Tasks Performance: A Latent Class Analysis Study. In S. Malykh, & E. Nikulchev (Eds.), Psychology and Education - ICPE 2018, vol 49. European Proceedings of Social and Behavioural Sciences (pp. 724-730). Future Academy. https://doi.org/10.15405/epsbs.2018.11.02.84