Circadian Typology and Style of Thinking Differences

Autor/inn/en	Fabbri, Marco; Antonietti, Alessandro; Giorgetti, Marisa; Tonetti, Lorenzo; Natale, Vincenzo
Titel	Circadian Typology and Style of Thinking Differences
Quelle	In: Learning and Individual Differences, 17 (2007) 2, S.175-180 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2007.05.002
Schlagwörter	Measures (Individuals); Classification; Information Processing; Cognitive Style; Neurological Organization; Brain Hemisphere Functions; Undergraduate Students; Gender Differences; Age Differences; Thinking Skills + Suchen Sie Ihr Suchwort? Messdaten; Classification system; Klassifikation; Klassifikationssystem; Informationsverarbeitung; Cognitive styles; Kognitiver Stil; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit
Abstract	The purpose of the present study aims to investigate the relationship between circadian typology and learning-thinking styles conceptualised as a preference toward information processing typical of the right vs. the left cerebral hemisphere. A sample of 1254 undergraduates (380 boys and 874 girls; mean age=21.86+/-2.37,) was administered the reduced version of the Morningness-Eveningness Questionnaire (r-MEQ), which detects three chronotypes (morning-, intermediate- or evening-types), and the Style Of Learning And Thinking (SOLAT) questionnaire, conceived as a tool to measure the tendency toward the right-, integrated-, and left thinking. A two-way ANOVA on SOLAT scores with circadian typology and gender, as between-subjects factor, and age as covariant, showed that morning-types scored higher in the left-thinking scale than intermediate- and evening-types, and that evening-types obtained significant higher scores for right-thinking style than intermediate- and morning-types. This circadian typology effect was also confirmed by multiple regression. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10