LEADER 03727nam 2200541 450 001 9910811415003321 005 20230213222813.0 010 $a1-4773-0499-1 024 7 $a10.7560/710542 035 $a(CKB)3710000001085472 035 $a(MiAaPQ)EBC4826284 035 $a(Au-PeEL)EBL4826284 035 $a(CaPaEBR)ebr11508375 035 $a(OCoLC)1022787376 035 $a(DE-B1597)586866 035 $a(OCoLC)1286805836 035 $a(DE-B1597)9781477304990 035 $a(EXLCZ)993710000001085472 100 $a20180226h19791979 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aCognitive styles in law schools /$fby Alfred G. Smith ; Patrick A. Nester and Lynn H. Pulford, research associates 210 1$aAustin, [Texas] :$cUniversity of Texas Press,$d1979. 210 4$dİ1979 215 $a1 online resource (191 pages) $cillustrations 311 $a0-292-74177-4 311 $a0-292-71054-2 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tTables -- $tFigures -- $tAcknowledgments -- $tPROBLEMS OF COGNITIVE STYLES -- $tChapter 1 Cognitive Styles -- $tChapter 2 Methodology -- $tTESTS OF COGNITIVE STYLES -- $tChapter 3 Legalism -- $tChapter 4 Intolerance of Ambiguity -- $tChapter 5 Authoritarianism -- $tChapter 6 Opportunism -- $tCOROLLARY TESTS AND ANALYSES -- $tChapter 7 Anxiety -- $tChapter 8 Cognitive Self-image -- $tChapter 9 Problem Solving -- $tChapter 10 Differences among Law Schools -- $tChapter 11 Cognitive Styles of Law Professors -- $tCATEGORIES, CONSEQUENCES, AND CONCLUSIONS -- $tChapter 12 Categories of Cognitive Styles -- $tChapter 13 Other Variables and Cognitive Styles -- $tChapter 14 Conclusions -- $tAppendix 1 Research Questionnaire -- $tAppendix 2 Oral Solution of Verbal Problems -- $tAppendix 3 Authorization Statement A -- $tAppendix 4 Authorization Statement B -- $tBibliography -- $tIndex 330 $aPeople differ in their cognitive styles?their ways of getting and using information to solve problems and make decisions. Alfred G. Smith and his associates studied these differences in a selected group of over 800 students at a score of law schools throughout the United States. Two major cognitive styles were identified: that of the monopath, who follows a single route of established principles and procedures, and that of the polypath, who takes many routes, as circumstances suggest. A battery of both original and standard tests was administered to both law students and their professors to investigate differences in cognitive style and their relationships to self-image, anxiety, and academic achievement. This also revealed differences in prevailing styles at different schools. The results will be of special interest to readers concerned with legal education, to psychologists, and to behavioral scientists. The research format developed here will serve equally well for raising significant questions about the professions of medicine, education, social work, and others in which cognitive and communication styles play a central role in determining outcomes. 606 $aLaw$xStudy and teaching$zUnited States 606 $aCognitive styles$zUnited States 615 0$aLaw$xStudy and teaching 615 0$aCognitive styles 676 $a340.071173 700 $aSmith$b Alfred G$g(Alfred Goud),$f1921-$01673583 702 $aNester$b Patrick A. 702 $aPulford$b Lynn H. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910811415003321 996 $aCognitive styles in law schools$94037755 997 $aUNINA