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  1. Understanding and defining cognitive style and learning style: a Delphi study in the context of educational psychology.Steven J. Armstrong, Elizabeth R. Peterson & Stephen G. Rayner - 2012 - Educational Studies 38 (4):449-455.
    This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested (...)
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  • Bias or equality? Unconscious thought equally integrates temporally scattered information.Jiansheng Li, Qiyang Gao, Jifan Zhou, Xinyu Li, Meng Zhang & Mowei Shen - 2014 - Consciousness and Cognition 25:77-87.
    In previous experiments on unconscious thought, information was presented to participants in one continuous session; however, in daily life, information is delivered in a temporally partitioned way. We examined whether unconscious thought could equally integrate temporally scattered information when making overall evaluations. When presenting participants with information in two temporally partitioned sessions, participants’ overall evaluation was based on neither the information in the first session nor that in the second session ; instead, information in both sessions were equally integrated to (...)
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  • A theory of unconscious thought.Ap Dijksterhuis & Loran F. Nordgren - 2006 - Perspectives on Psychological Science 1 (2):95-109.
  • On the benefits of thinking unconsciously: Unconscious thought can increase post-choice satisfaction.Ap Dijksterhuis & Zeger van Olden - 2006 - Journal of Experimental Social Psychology 42 (5):627-631.