To prepare this book, we asked leading worldwide experts in the field of styles to contribute chapters on the topics of thinking, learning, and cognitive styles. We had an overwhelmingly positive response, enabling us to bring together the leaders in this field. We asked only people who have contributed serious theory and published empirical data, or both, not individuals whose work is primarily commercial, or who implement the theories of others but who have not proposed theories or collected data of their own. We have also sought and achieved international representation so as to include many of the major leaders in the field of styles.
The goal of this book is to present the most recent theory and research on styles in a way that (a) represents diverse theoretical perspectives, (b) includes solid empirical evidence testing the validity of these perspectives, and (c) shows the application of these perspectives to school as well as situations involving other kinds of organizations.
The book will be of interest, we believe, to diverse audiences. Educators will be interested in the book for ideas as to how to improve their teaching and assessment of student performance. Psychologists will be interested in the book because it represents an important area of psychology at the interface of cognition and personality. It is an area that has interested psychologists not only in these two fields, but in the fields of educational psychology, industrial and organizational psychology, clinical psychology, consulting psychology, and developmental psychology. Managers in business may be interested in the book because it will be relevant to the issue of effective supervision. And lay people may be interested in learning more about their own styles and how these styles affect their lives.
We are grateful to Sai Durvasula for her assistance in the preparation of the manuscript and to Grant R206R950001 from the United States Office of Educational Research and Improvement, U.S. Department of Education, which has funded Robert Sternberg's work on styles. The findings and opinions expressed in this book do not reflect the positions or polices of that agency.
Grigorenko, E. L., & Sternberg, R.J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63, 295–312.
Marton, F., & Booth, S.A. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum Associates.