October 14, 2026

Cognitive style (CS) refers to the way individuals think, learn, and process information. The concept of cognitive style (CS) was developed and refined to describe how people’s thinking patterns are influenced by their environment, helping them adapt to different situations. While CSs are constrained by abilities and personality traits, information processing preferences are largely shaped by environmental influences. Singapore, known for its rigorous education system and emphasis on STEM fields, offers a fertile ground for exploring how academic environments shape cognitive preferences. As such, examining the cognitive styles of students not only reveals insights into their learning processes but also informs the design of curricula and assessments to nurture creativity and problem-solving skills. 

In ‘Factors shaping cognitive styles in Singaporean college students: Implications for assessment and feedback practices in higher education’ (Sociology, Social Policy and Education, 2024), Associate Professor Maria Kozhevnikov, Shuen Ho, Chow Chao Dong, and Alina Veronika Irene Strasser (all NUS Psychology) explore the relationship between cognitive abilities, personality traits, and educational influences. They conducted three studies focusing on Singaporean undergraduates, investigating how visual abilities and social dominance shape cognitive styles, and comparing these profiles to those of secondary school students. Focusing on higher-order CSs, they explore how visual abilities and social dominance traits influence dimensions like context dependency, rule-based processing, and integration versus compartmentalisation. Their findings point to the pivotal role of Singapore’s structured education system in cultivating a specific cognitive style, one characterised by rule-based processing, compartmentalisation, and an internal locus of control, traits that align closely with professional scientists. 

Interestingly, while secondary school students demonstrated a partially developed CS profile, characterised by clear preferences for compartmentalization and rule-based processing, undergraduate students appeared to exhibit a CS profile more closely aligned with that of professional scientists. Notably, undergraduates showed an even greater shift toward rule-based processing compared to secondary school students. This finding suggests that Singapore’s higher education system, with its emphasis on methodology and algorithm-driven problem-solving, may reinforce this shift toward an internal locus of processing. As a result, higher education might not fully equip students with the flexibility required for innovative thinking and problem-solving. 

Ultimately, fostering a well-rounded scientific CS requires universities to carefully induct students into new ways of thinking and processing that align with assessment demands through well-designed assessments. Supporting students’ development of self-regulatory skills is a crucial part of this transition. Encouraging metacognitive awareness and incorporating iterative, feedback-rich assessments can help students develop cognitive flexibility and creativity. By addressing these gaps, Singapore’s education system could better nurture the next generation of thinkers and innovators. 

Read the article here.