Cover -- Half title -- Title -- Copyright -- Dedication -- Contents -- Contributors -- Preface -- Acknowledgments -- Part I. Introduction -- 1. Intellectual Styles: Challenges, Milestones, and Agenda -- Major Challenges -- Searching for Identity -- Three Controversial Issues Concerning the Nature of Intellectual Styles -- Style Overlap -- Style Malleability -- Style Value -- Critical Reviews -- Key Milestones in the Past Three Decades -- Integrative Style Models -- Curry's ''Onion'' Model -- Miller's Model of Cognitive Processes and Styles -- Riding and Cheema's Model of Cognitive Styles -- Grigorenko and Sternberg's Model of Style Traditions -- Zhang and Sternberg's Threefold Model of Intellectual Styles -- Sadler-Smith's Duplex Model of Cognitive Style -- Summary -- An Individual Style Model: The Theory of Mental Self-Government -- Journal Special Issues on Styles -- Recent Scholarly Books -- Conclusions -- References -- Part II. Foundations of Intellectual Styles -- 2. A Historical Review of the Styles Literature -- Introduction -- The Literature -- The Overview/Review Literature -- The Empirical Literature -- A Brief Historical Overview -- The Beginning of the Styles Field -- The First Use of the Term ''Learning Style'' -- The First Use of the Terms ''Teaching Style,'' ''Thinking Style,'' and ''Intellectual Style'' -- The Activity of (or Interest in) the Styles Field -- Concept-Specific Movements in the Empirical Literature -- Cognitive Styles -- Learning Styles -- Teaching Styles -- Thinking Styles -- Intellectual Styles -- Specific Developments in the History of Styles -- Styles and Ability -- Styles and Personality -- Quality-of-Style Measurement -- Unresolved Issues and Future Directions -- References -- 3. Understanding an Integrated Theory of Intellectual Styles: Moving From Models to Measures and Meaning -- Introduction.

Explaining Theory: Knowledge Construction and Production -- Theory as Knowledge: Models, Maps, and Schema -- Critiquing Style Theories: Models, Measures, and Meaning -- What Is the Style Concept? -- What Is the Style Construct? -- What Do We Know About Styles? -- Is There a Grand Theory of Styles? -- How Useful Is the Term Intellectual Styles in Theory Formation? -- Whither Styles: What Is the Best Way Forward for Style Theory and Research? -- Conclusion -- References -- 4. Measurement and Assessment of Intellectual Styles -- Introduction -- Part I: A Conceptual Geography of Style -- Style as an Individual Difference -- Style Concepts and Constructs as ''Intellectual Styles'' -- The Problem With the Notion of Styles -- Reductionism and Styles: Systems and Frameworks -- Curry's ''Onion'' Model -- Riding and Cheema's Fundamental Dimensions -- Cognitive-Centered, Learning-Centered, and Personality-Centered Approaches -- From Sternberg's Thinking Styles to Zhang and Sternberg's Threefold Model of Intellectual Styles -- Reductionism and Styles: Systematic Reviews -- Deconstruction of Styles -- Part II: Measuring Styles -- Self-Report Measures of Styles and Psychometrics -- Test-Retest Reliability -- Internal Consistency (Reliability) -- Construct Validity -- Predictive Validity -- Why Measure Styles and Which Style Construct to Measure? -- Cognitive Styles -- Information Processing Styles -- Learner Preferences Styles -- Part III: Rudiments for the Future Development of Intellectual Styles Research and Practice -- References -- Part III. Development of Intellectual Styles -- 5. The Etiology of Intellectual Styles: Contributions From Intelligence and Personality -- Genetic Bases of Intelligence -- Genetic Bases of Personality -- Associated Constructs -- Comments and Conclusions -- Acknowledgments -- References.

6. Demographic Characteristics and Intellectual Styles -- Introduction -- The Concept of Style -- Criteria for Selecting the Models Underlying Intellectual Styles -- Research Findings and Discussion -- Age and Intellectual Styles -- Gender and Intellectual Styles -- Academic Discipline and Intellectual Styles -- Educational and School Class Level and Intellectual Styles -- Conclusion and Implications -- References -- 7. Culture and Intellectual Styles -- Introduction -- Culture and Intellectual Styles -- Definitions of Culture and Cross-Cultural -- Intellectual Styles -- Theoretical Models of Culture and Conceptual Links to Intellectual Styles -- Theories of Culture -- Hofstede's Cultural Dimensions and Their Conceptual Link to Intellectual Styles -- Power Distance -- Uncertainty Avoidance -- Individualism Versus Collectivism -- Masculinity Versus Femininity -- Hypothesis -- Culture and Intellectual Styles: Empirical Evidence -- Field-Dependence/Independence -- Reflectivity-Impulsivity -- Personality Types -- Career Interest Types -- Learning Approaches -- Thinking Styles -- Limitations, Implications, and Future Directions -- References -- Part IV. Intellectual Styles in Relation to Allied Constructs -- 8. Metacognition and Styles -- Metacognition -- Intellectual Styles and Strategies -- Metacognition and Styles: A Review of Selected Studies -- Review, Theoretical, and Prescriptive Articles on Metacognition and Styles -- Measurement and Construct Validation of Metacognition in Relation to Styles -- Empirical Studies (i.e., Based on Observation and Experimentation) of Metacognition and Style -- Quantitative Studies -- Qualitative Studies -- Conclusion -- References -- 9. Intelligence and Intellectual Styles -- The Two Differential Psychologies -- Intelligence and "Intelligences": Unitary g or Multiple Intelligences.

Self-Report Measures of Intellectual Effort, Interests, and Preferences -- Intellectual Style -- Discriminant and Convergent Validity -- Construct and Predictive Validity -- Application of Styles -- Conclusion -- References -- 10. Creativity and Intellectual Styles -- What is Creativity? -- Creativity Style Research -- Kirton's Adaptor-Innovator Theory -- The Work of Sternberg and Zhang -- Creative Problem Solving -- CPS and Creativity Styles -- Creative Problem-Solving Inventory -- VIEW: An Assessment of Problem-Solving Style -- Business/Management Perspective -- Other Promising Approaches -- The Amusement Park Theory of Creativity -- Creativity Styles Questionnaire -- Cross-Cutting Themes and Conclusions -- References -- 11. Personality and Intellectual Styles -- Introduction -- The Meaning of Intellectual Styles and Personality -- Historical Perspectives on Thinking, Learning, and Cognitive Styles -- Personality Perspectives on Styles -- Integrating Styles with Personality from the Ability-Based Perspective -- Advancing Styles by Learning from Personality Research -- Applying Personality Methodology to Intellectual Styles: The Psycholexical Method -- Rethinking Research Design and Methodology -- Summary and Conclusion -- References -- Part V. Intellectual Styles and Performance -- 12. Academic Achievement and Intellectual Styles -- Introduction -- Witkin's (1962) Field Dependence/Independence and Academic Achievement -- Kagan's (1966) Reflective and Impulsive Styles and Academic Achievement -- Guilford's (1967) Divergent-Convergent Thinking and Academic Achievement -- Biggs's (1978) Learning Approaches and Academic Achievement -- Kolb's (1976) Learning Styles and Academic Achievement -- Gregorc's (1979) Mind Styles and Academic Achievement -- Riding and Cheema's (1991) Cognitive Styles and Academic Achievement.

Sternberg's (1997) Thinking Styles and Academic Achievement -- Controversial Issues about the Relationship between Intellectual Styles and Academic Achievement -- Style Match/Mismatch Between Students' and Teachers' Styles and Academic Achievement -- Style Awareness and Its Influences on Academic Achievement -- Comparison of the Effects of Styles on Academic Achievements Between Traditional and Nontraditional Environments -- Future Directions in the Relationship between Intellectual Styles and Academic Achievement -- References -- 13. Learner Developmental Outcomes and Intellectual Styles -- Student Developmental Outcomes -- Review Contents -- Achievement Outcomes -- Cognitive-Centered Approach to Learning -- Personality-Centered Approach to Learning -- Activity-Centered Approach to Learning -- Social Outcomes -- Cognition-Centered Approach to Learning -- Personality-Centered Approach to Learning -- Activity-Centered Approach to Learning -- Emotional Outcomes -- Cognitive-Centered Approach to Learning -- Personality-Centered Approach to Learning -- Activity-Centered Approach to Learning -- Discussion -- Conclusion -- References -- 14. Intellectual Styles, Management of Careers, and Improved Work Performance -- Introduction -- Assessment of Intellectual Styles -- Malleability of Intellectual Style -- Relevance of Intellectual Style for the Management of Careers -- Selection, Vocational Choice, and Career Success -- Diversity, Group Processes, and Conflict Management -- Gender Differences and Careers -- Intuition and Emotion in the Workplace -- Training and Development -- Styles Profiling and Career Management -- Career Management in Global Organizations -- Implications of Intellectual Styles for Career Management Research and Practice -- Implications for Research -- Implications for Practice -- Conclusion -- References.

Part VI. Applications of Intellectual Styles.