The dissertation is devoted to the study of psychological features of the manifestation of cognitive styles in adolescence. The main attention is paid to the analysis of the influence of cognitive styles on educational activities and social adaptation of adolescents. The theoretical foundations of cognitive styles, their definition and classification are considered.
The main goal of the work is theoretical substantiation and empirical research of the psychological features of the manifestation of cognitive styles in adolescents. In order to achieve this goal, a number of tasks were formed that reproduce the logic of the research process:
to carry out a theoretical analysis of the problem of researching the psychological features of cognitive styles in adolescence;
to determine the psychological mechanisms affecting the formation of cognitive styles in adolescents, to build a theoretical research model;
to develop and test a methodology for identifying cognitive styles in teenagers;
to investigate the influence of cognitive styles on the educational activity and social adaptation of adolescents;
perform a comparative analysis of the cognitive styles of teenage girls and boys;
to develop and implement the approbation of the "..." Program, to prove its effectiveness.
The scientific novelty of the work is that for the first time:
developed and tested the author's method of diagnosing cognitive styles in teenagers, which takes into account the specific age and social features of this period of development.
deepened understanding of the relationship between cognitive styles and social adaptation of adolescents, which allows for the development of effective psychological and pedagogical measures to support the socialization of adolescents with different cognitive styles.
a comparative analysis of cognitive styles between teenage girls and boys was conducted, which revealed significant differences in the psychological mechanisms of formation and manifestation of cognitive styles in different gender groups.
practical recommendations have been developed for teachers regarding the individualization of the educational process based on the cognitive styles of adolescents, which contributes to increasing the effectiveness of education and the general level of motivation to study.
the model of psychological mechanisms of formation of cognitive styles in adolescence has been improved, which takes into account the influence of both internal (psychological) and external (social) factors.
The position on the role of the social environment in the formation of the cognitive styles of adolescents was further developed; improved methods of psychological diagnosis of cognitive styles.
The dissertation consists of three sections. In the first chapter of the dissertation "Theoretical and methodological aspects of the study of the psychological features of the manifestation of cognitive styles in adolescence", theoretical approaches to the study of cognitive styles in adolescents are considered in detail, the concept of "cognitive style", its types and classifications is defined. Cognitive style is considered as an individual feature of the cognitive process, which determines the specifics of perception, processing and organization of information. In this context, various theoretical models of cognitive styles are analyzed, taking into account both biological and social factors influencing their formation.
Biological determination of cognitive styles is related to innate psychophysiological features of an individual, such as the type of nervous system, the nature of mental processes and individual differences in brain functioning. Social factors, in turn, include cultural, educational, and family influences that determine the adolescent's social experience and interaction with the environment. These factors have a complex effect on the development of cognitive styles, forming individual differences in approaches to solving tasks and processing information.
Key words: cognitive styles, adolescence, psychological features of manifestation, psychological mechanisms, influence, individual-psychological differences, cognitive-stylistic sphere, formal-dynamic properties of individuality, educational activity, social adaptation, correction of cognitive styles of adolescents.
