Relationship Of Cognitive Style And Intelligence, Academic Achievement

A frequent criticism of cognitive style tests is that often they are not distinguished from mental abilities and different students have different academic achievement. In the first study, it is studied to revise test. Fifty-two Chinese college students and thirty-six Chinese secondary specialized students were tested of Verbal-Imagery Cognitive Style (VICS) test and Extended Cognitive Style Analysis Wholistic-Analytic test (Extended CSA-WA).The result shows that all the items in the revised test have quite good differentiability. After the reliability of the test examined, it shows that this test has quite good internal consistency and split-half reliability. In a sample of 358 Chinese junior middle school students in second grade, the second study investigated the relationship of VICS test and Extended CSA-WA test with group intelligence test and academic performance (score of mathematics Chinese, English and physics). The results and conclusions are as follows:1.There is no significant gender difference between intelligence and cognitive style; however, obvious differences appear between gender difference on Chinese and English achievements in the study, and no obvious differences on mathematic and physics.2. Junior middle school student in second grade have no significant gender difference between four cognitive style and intelligence. The four cognitive style of junior middle school student in second grade have no significant difference on academic achievement. The result may related with education methods, the difficulty of learning tasks and learning strategies. And this waits to be discussed further.3. Cognitive style and intelligence are independent of each other. Intelligence has significant effect on learning achievement, while cognitive style has some effect on it, but not that much.