SLIDE 1 :

Cognitive styles basic intro

Cognitive style is a person’s characteristic mode of

perceiving, thinking, remembering, and problem solving. Cognitive
styles might differ in preferred elements or activities. The term is also
commonly used to refer to the idea that people differ with respect to
the mode of learning (e.g., instruction, study) that is most effective for
them. Indeed, many use the term learning style interchangeably with
cognitive style.

Cognitive styles are relatively stable and trait-like, and can include
preferences for certain activities or elements. For example, some
people might prefer to work in groups, while others might prefer to
work alone. Some people might prefer more structured activities,
while others might prefer less defined activities.

Since the 1990’s, researchers have

recognized three cognitive styles:
holistic-analytic,
verbal-imagery, and reflection-
impulsivity (Riding, 1997). The
holistic-analytic style
refers to one’s tendency to process
information using the whole picture
(or general
ideas) versus using the individual
components (or details) of the
problem. The verbal-
imagery style refers to one’s tendency
to represent information using verbal
thought
versus mental images (Sternberg &
Zhang, 2001). The reflection-
impulsivity style refers
to one’s tendency to either consider
more than one possible solution
before responding
versus acting upon one’s first
inclination in favor of a quick response
Since the 1990’s, researchers have
recognized three cognitive styles:
holistic-analytic,
verbal-imagery, and reflection-
impulsivity (Riding, 1997). The
holistic-analytic style
refers to one’s tendency to process
information using the whole picture
(or general
ideas) versus using the individual
components (or details) of the
problem. The verbal-
imagery style refers to one’s tendency
to represent information using verbal
thought
versus mental images (Sternberg &
Zhang, 2001). The reflection-
impulsivity style refers
to one’s tendency to either consider
more than one possible solution
before responding
versus acting upon one’s first
inclination in favor of a quick response
Since the 1990’s, researchers have
recognized three cognitive styles:
holistic-analytic,
verbal-imagery, and reflection-
impulsivity (Riding, 1997). The
holistic-analytic style
refers to one’s tendency to process
information using the whole picture
(or general
ideas) versus using the individual
components (or details) of the
problem. The verbal-
imagery style refers to one’s tendency
to represent information using verbal
thought
versus mental images (Sternberg &
Zhang, 2001). The reflection-
impulsivity style refers
to one’s tendency to either consider
more than one possible solution
before responding
versus acting upon one’s first
inclination in favor of a quick response
SLIDE 2 :

Influence of cognitive styles on learning

Cognitive style can have a strong influence on

many things like Learning outcomes , Information processing ,
Learning strategies , Long-term learning and comprehension of new
subjects and tasks. Cognitive styles have a significant impact on
learning, and can affect a learner's choice of learning strategies, how
they process information, and their behaviors.
Cognitive styles can influence the learning strategies a learner
chooses. It can be considered when designing or modifying learning
materials, objectives, and methods. Cognitive style diversity can
indirectly influence team learning. In teams with high cognitive style
diversity, collective intelligence can be reduced, which can interfere
with the team's ability to coordinate.
Here’s a very simple example from *Harry Potter*:

In *Harry Potter and the Sorcerer’s Stone*, Hermione Granger has a

cognitive style that focuses on studying and following rules. She
often reads books and does research to understand spells, which
helps her excel in her classes.

On the other hand, Harry Potter learns through experience. He picks

up spells by trying them out in real situations, like when he learns to
fly on a broomstick during a Quidditch game.

**Team Dynamics**
When they work together, Hermione’s knowledge and Harry’s hands-
on approach balance each other. For instance, in a tough situation,
Hermione uses her research to come up with a plan, while Harry’s
bravery helps them take action. Their different styles help them
succeed as a team.

This shows how their unique cognitive styles influence their learning
and teamwork in the wizarding world.

( insert some pics regarding learning etc )

SLIDE 3 :
Interest

Interest is basically defined as a desire to learn or hear more

about something. Interest in learning is a vital factor in the
 educational process that can influence a student's academic success
and engagement. It's a psychological state that can be described
as a desire to learn, know, see, or participate in something.

In Oppenheimer, J. Robert Oppenheimer is deeply interested in

physics. His passion for science motivates him to study hard and
become a leading scientist. This interest helps him lead the team that
creates the atomic bomb during World War II.

His excitement about discovering new things inspires others around

him, but he also faces a tough choice when he realizes the bomb’s
destructive power. This shows how his interest in science shapes his
career and influences his decisions.
SLIDE 4

The Role of Interest in Learning and Motivation**

Interest is a powerful motivator in learning, guiding students’ focus

and influencing their academic and career paths. As both a
psychological state of attention and a lasting tendency, interest helps
students engage deeply with subjects over time. When students are
genuinely interested, they are more likely to commit time and effort to
learning, which aids in understanding complex concepts.

.EXAMPLE: Role of Interest in Learning and Motivation

Example: Tony Stark (Iron Man) in The Avengers is a brilliant

scientist and engineer who is constantly innovating. His intense
interest in technology and problem-solving drives him to create new
inventions, such as his advanced Iron Man suits and artificial
intelligence systems like J.A.R.V.I.S. Stark’s passion for engineering
and innovation keeps him motivated, often leading him to push the
boundaries of what’s possible. This shows how a strong interest can
fuel learning, leading to mastery and groundbreaking achievements.
SLIDE 5:

Enhancing Learning Through Choice and Self-Regulation**

Interest becomes even more influential when students are given

choices and can self-regulate their learning. Allowing students to
make decisions helps personalize their learning experiences, leading
to stronger engagement. Signs of interest in learning include
happiness, curiosity, attention, and active involvement, all of which
contribute to better academic outcomes and a positive learning
environment.

Enhancing Learning Through Choice and Self-Regulation

Example: In Wednesday, the main character, Wednesday Addams, is
sent to Nevermore Academy, a school for outcasts with unique
talents. Instead of following conventional paths, she pursues her own
interests, like investigating a local mystery and working on her novel.
Despite her teachers’ efforts to guide her, Wednesday’s natural
curiosity and independence drive her to learn and explore on her
terms. This freedom to make her own choices keeps her engaged
and committed, even when her interests differ from her peers
SLiDE 6
A student dislikes the avoidance mechanism in psychology so the
teacher teaches the topic by using a interesting topic of deadpool to
develop the interest on avoidance mechanism

*Avoidance and humor

1. Deadpool uses dark humor to mask his emotional pain.

2. He cracks jokes about death and loss.
3. He makes light of his own trauma.

*Psychological Analysis:*
1. Avoidance: Deadpool’s coping mechanism to avoid emotional
pain.
2. Humor: Defense mechanism to diffuse tension and mask
vulnerability.

SLIDE 7

*Case Study 1: The "Accidental" Expert - Derek Amato*

Derek Amato, a 39-year-old man, suffered a head injury in 2006.

During his recovery, he discovered an unusual interest in music.
Despite having no prior musical experience, Derek:

- Began playing the piano proficiently within weeks

- Composed original music
- Developed synesthesia, perceiving numbers and colors when
hearing music

Derek's newfound interest transformed him into a musical savant.

His story highlights how unexpected events can spark hidden talents
and interests.

*Case Study 2: From Dropout to Neuroscientist - Mayim Bialik*

Mayim Bialik, actress and neuroscientist, struggled in school due to

bullying and social pressures. However, her interest in science,
particularly neuroscience, drove her to:

- Pursue a Ph.D. in Neuroscience from UCLA

- Conduct research on the social cognition of primates
- Author books on parenting and science

Mayim's story demonstrates how passion and interest can overcome

obstacles and lead to remarkable achievements.

*Case Study 3: The Prodigy Programmer - Tanmay Bakshi*

Tanmay Bakshi, an Indian-American teenager, began coding at age
5. His interest in artificial intelligence (AI) and machine learning led
him to:

- Develop apps and algorithms

- Deliver TED Talks on AI and coding
- Collaborate with IBM and Google on AI projects

Tanmay's exceptional abilities and interest in programming have

made him one of the youngest AI experts globally.