Abstract
CSA, Cognitive Style Analysis, proposed by Riding and Cheema in 1991 has been used widely in assessing cognitive style for its convenience. This study aimed at developing alternative approach for CSA based on fuzzy theory. Forty-four 8-grades students were involved. Fuzzy and traditional approaches were discussed and Group Embedded Figures Test (GEFT) was employed. Besides, correlation was analyzed among cognitive style, sex and academic achievement. Results showed that fuzzy approach for CSA proposed in this study was suitable for assessing wholist-analytic cognitive style. Cognitive style was not significantly correlated with sex and the same result between cognitive style and academic achievement. Some suggestions were proposed for further research, too.
| Keywords: | fuzzy theory; cognitive style; cognitive style analysis; assessment |
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