Cognitive styles and student progression in architectural design education
作者: Andrew Roberts
作者单位: 1Welsh School of Architecture, Cardiff University, Bute Building, King Edward VII Avenue, Cardiff CF10 3NB, UK
刊名: Design Studies, 2005, Vol.27 (2), pp.167-181
来源数据库: Elsevier Journal
DOI: 10.1016/j.destud.2005.07.001
关键词: design educationperceptionpsychology of designcognitive styledesign cognition
原始语种摘要: Individuals can be classified in terms of having a particular cognitive style or preference in the way in which they perceive or process information. This paper investigates how students with particular cognitive styles, as measured by Riding's Cognitive Styles Analysis, perform in design project work at particular stages of Architectural Education. It suggests that contrary to assumptions found in the literature, those with a preference for thinking in a holistic, global manner, perform less well than their peers in the early stages of their education, but tend to improve as they progress through their education.
全文获取路径: Elsevier  (合作)
影响因子:1.545 (2012)

  • student 大学生
  • architectural 建筑的
  • education 培养
  • design 设计
  • progression 级数