The new object‐spatial‐verbal cognitive style model: Theory and measurement

SUMMARY The current study challenges traditional approaches to Visual–Verbal cognitive style as a unitary bipolar dimension, and instead suggests a new three-dimensional cognitive style model developed on the basis of modern cognitive science theories that distinguish between object imagery, spatial imagery and verbal dimensions. The results of the confirmatory factor analysis demonstrated that the overall fit to the data of the new three-dimensional model of cognitive style was significantly better than that of a traditional model. Furthermore, based on the new theoretical model, we designed and validated a new self-report instrument assessing the individual differences in object imagery, spatial imagery and verbal cognitive styles, the Object-Spatial Imagery and Verbal Questionnaire (OSIVQ). Across a series of studies, the OSIVQ demonstrated acceptable internal reliability as well as construct, criterion and ecological validity. The current study supports the validity of an objectspatial-verbal cognitive style dimension and related measures when developed on the basis of modern cognitive science theories. Copyright # 2008 John Wiley & Sons, Ltd. Cognitive styles refer to psychological dimensions representing consistencies in an individual’s manner of cognitive functioning, particularly with respect to acquiring and processing information (Ausburn & Ausburn, 1978; Messick, 1976; Witkin, Moore, Goodenough, & Cox, 1977). One of the most commonly acknowledged cognitive styles, which will be the focus of the present paper, is the Visual–Verbal cognitive style dimension (e.g. Paivio, 1971; Richardson, 1977) that describes consistencies and preferences in processing visual versus verbal information, and classifies individuals as either visualizers (also calledimagers), who rely primarily on imagery when attempting to perform cognitive tasks, or verbalizers, who rely primarily on verbal-analytical strategies. Although most of the previous studies on Visual–Verbal cognitive style were based on a general idea about the existence of two different visual and verbal processing systems, they were neither motivated by any cognitive theory that specifies how information is processed in the brain nor did they attempt to apply stringent theoretical principles in order to assess the dimension accurately. As a consequence, a variety of ways to operationalize the Visual–Verbal cognitive style have been proposed (e.g. as self-reported experiences, learning preferences, problem-solving strategies, preference for verbal vs. visual cues for recall and accuracy or response times on verbal vs. visual aptitude tasks) that have resulted in the development of numerous instruments to assess this dimension, ranging from