Čavojová vladimíra institute of experimental psychology slovak academy of sciences (slovakia)...

Preference for Intuition and Deliberation and its relationship with learning outcomes

Čavojová Vladimíra Institute of Experimental Psychology Slovak Academy of Sciences (SLOVAKIA)

Institute of Experimental PsychologySlovak Academy of Sciences

EDULEARN14 7th-8th July 2014, Barcelona

Background• IT technologies and their effective management are

crucial for today success of private companies. Therefore, it is very important to prepare students for the proper usage and mast

• Learning how to use new complex software, compare different software packages, or analyse specific Corporation IT status are complex cognitive activities – requiring to work systematically, be attentive, thoughtful, and systematic, plan and have main goal in mind.

• It could be expected that they are closely connected with deliberative thinking and those who prefer this type of thinking should have advantage against those who rely on intuitive thinking or emotions.



Aim of the paper• to investigate relationship between cognitive style

(measured by PID inventory) and different learning outcomes (measured by study results in five different tasks).



Participants• 75 students (53 women) of University of

Economics in Slovakia • course Managerial Informatics • Mean age = 21 years • Data were collected in ten sessions in 2012 from

respondents from Slovakia. • No exclusion criteria or any restriction for

participants were implemented



Materials• Measuring learning outcomes

• 4 tasks (30% points from total evaluation): • accounting software Alpha (5 points) and Omega (7

points) from Kros Corporation• ability to search in internet, compare data and answer 30

questions about ERP software (8 points)• case study of real specific company (10 points)

• 1 final exam (70% points from total evaluation): based on memorizing

• Measuring cognitive style• Preference for Intuition and Deliberation (PID) inventory --

deliberative thinking (9 questions) and intuitive thinking (9 questions)



Results: Correlations between PID subscales and specific study results for all respondents

N = 75 Alpha software

Omega software

Specific company case study

ERP information search

Exam memorizing

PID-D r = .104;

p = .374

r = .091;

p = .435

r = .083;

p = .481

r = .128;

p = .272

r = .046;

p = .698

PID-I r = .084

p = .481

r = -.05;

p = .669

r = .096;

p = .414

r = .156;

p = .181

r = -.186;

p = .110


Results: Correlations between PID subscales and specific study results for men

Men, N = 22

Alpha software

Omega software



Exam memorizing

PID deliberative scale

r = .286;

p = .197

r = .430;

p = .046

r = .102;

p = .652

r = .559;

p = .007

r = .554;

p = .008

PID intuitive scale

r = .245

p = .272

r = .219;

p = .326

r = .079;

p = .725

r = .341;

p = .120

r = .267;

p = .229


Results: Correlations between PID subscales and specific study results for women

Women, N = 53

Alpha software

Omega software



Exam memorizing

PID deliberative scale

r = -.111;

p = .427

r = -.022;

p = .876

r = .037;

p = .793

r = -.117;

p = .404

r = -.147;

p = .292

PID intuitive scale

r = -.115

p = .413

r = -.116;

p = .410

r = .055;

p = .698

r = .121;

p = .388

r = -.335;

p = .014


Discussion• Deliberative and intuitive types of participants differed

significantly only in two tasks that were based on the same principle (i.e. Alpha and Omega tasks), where deliberative students showed significantly better results than intuitive students.

• Gender differences were observable in Omega software learning, where more deliberative men had higher points in Omega software study results. Deliberative men also had higher points in the Exam memorizing and regression analysis showed with very strong effect. On the other hand, more intuitive women tended to receive lower scores in memorizing for exam.



Conclusion• Cognitive style inventory PID, designed for

measuring deliberation and affective intuition, is measuring preferred cognitive style, but is not very useful for measuring or predicting students´ performance in learning.

• It seems that being deliberative or intuitive has no relationship to learning outcomes and receiving better grades in university.



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Thank you for attention.


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