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Cognitive Styles in Law Schools / Alfred G. Smith, Lynn H. Pulford, Patrick A. Nester.

By: Contributor(s): Material type: TextTextPublisher: Austin : University of Texas Press, [2021]Copyright date: ©1979Description: 1 online resource (200 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781477304990
Subject(s): DDC classification:
  • 340.07
Other classification:
  • online - DeGruyter
Online resources:
Contents:
Frontmatter -- Contents -- Tables -- Figures -- Acknowledgments -- PROBLEMS OF COGNITIVE STYLES -- Chapter 1 Cognitive Styles -- Chapter 2 Methodology -- TESTS OF COGNITIVE STYLES -- Chapter 3 Legalism -- Chapter 4 Intolerance of Ambiguity -- Chapter 5 Authoritarianism -- Chapter 6 Opportunism -- COROLLARY TESTS AND ANALYSES -- Chapter 7 Anxiety -- Chapter 8 Cognitive Self-image -- Chapter 9 Problem Solving -- Chapter 10 Differences among Law Schools -- Chapter 11 Cognitive Styles of Law Professors -- CATEGORIES, CONSEQUENCES, AND CONCLUSIONS -- Chapter 12 Categories of Cognitive Styles -- Chapter 13 Other Variables and Cognitive Styles -- Chapter 14 Conclusions -- Appendix 1 Research Questionnaire -- Appendix 2 Oral Solution of Verbal Problems -- Appendix 3 Authorization Statement A -- Appendix 4 Authorization Statement B -- Bibliography -- Index
Summary: People differ in their cognitive styles—their ways of getting and using information to solve problems and make decisions. Alfred G. Smith and his associates studied these differences in a selected group of over 800 students at a score of law schools throughout the United States. Two major cognitive styles were identified: that of the monopath, who follows a single route of established principles and procedures, and that of the polypath, who takes many routes, as circumstances suggest. A battery of both original and standard tests was administered to both law students and their professors to investigate differences in cognitive style and their relationships to self-image, anxiety, and academic achievement. This also revealed differences in prevailing styles at different schools. The results will be of special interest to readers concerned with legal education, to psychologists, and to behavioral scientists. The research format developed here will serve equally well for raising significant questions about the professions of medicine, education, social work, and others in which cognitive and communication styles play a central role in determining outcomes.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781477304990

Frontmatter -- Contents -- Tables -- Figures -- Acknowledgments -- PROBLEMS OF COGNITIVE STYLES -- Chapter 1 Cognitive Styles -- Chapter 2 Methodology -- TESTS OF COGNITIVE STYLES -- Chapter 3 Legalism -- Chapter 4 Intolerance of Ambiguity -- Chapter 5 Authoritarianism -- Chapter 6 Opportunism -- COROLLARY TESTS AND ANALYSES -- Chapter 7 Anxiety -- Chapter 8 Cognitive Self-image -- Chapter 9 Problem Solving -- Chapter 10 Differences among Law Schools -- Chapter 11 Cognitive Styles of Law Professors -- CATEGORIES, CONSEQUENCES, AND CONCLUSIONS -- Chapter 12 Categories of Cognitive Styles -- Chapter 13 Other Variables and Cognitive Styles -- Chapter 14 Conclusions -- Appendix 1 Research Questionnaire -- Appendix 2 Oral Solution of Verbal Problems -- Appendix 3 Authorization Statement A -- Appendix 4 Authorization Statement B -- Bibliography -- Index

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

People differ in their cognitive styles—their ways of getting and using information to solve problems and make decisions. Alfred G. Smith and his associates studied these differences in a selected group of over 800 students at a score of law schools throughout the United States. Two major cognitive styles were identified: that of the monopath, who follows a single route of established principles and procedures, and that of the polypath, who takes many routes, as circumstances suggest. A battery of both original and standard tests was administered to both law students and their professors to investigate differences in cognitive style and their relationships to self-image, anxiety, and academic achievement. This also revealed differences in prevailing styles at different schools. The results will be of special interest to readers concerned with legal education, to psychologists, and to behavioral scientists. The research format developed here will serve equally well for raising significant questions about the professions of medicine, education, social work, and others in which cognitive and communication styles play a central role in determining outcomes.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 26. Apr 2022)