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International Handbook of Personality and Intelligence pp 397–413Cite as

The Relationship of Personality and Intelligence to Cognitive Learning Style and Achievement

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Part of the book series: Perspectives on Individual Differences ((PIDF))

Abstract

Certain topics in psychology have always provoked passionate debate, often because of their sociopolitical implications. Although fashion may dictate which theoretical or methodological approach currently shapes researchers’ thinking and experimental work, it is often the implications of the practical application of the findings that cause the most debate.

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Author information

Authors and Affiliations

  1. Department of Psychology, University College London, London, WC1H 0AP, England

    Adrian Furnham

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  1. Adrian Furnham
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Editor information

Editors and Affiliations

  1. Department of Educational Psychology, University of Saskatchewan, S7N 0W0, Saskatoon, Saskatchewan, Canada

    Donald H. Saklofske

  2. School of Education, University of Haifa, 31999, Mount Carmel, Israel

    Moshe Zeidner

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Furnham, A. (1995). The Relationship of Personality and Intelligence to Cognitive Learning Style and Achievement. In: Saklofske, D.H., Zeidner, M. (eds) International Handbook of Personality and Intelligence. Perspectives on Individual Differences. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-5571-8_19

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  • DOI: https://doi.org/10.1007/978-1-4757-5571-8_19

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4419-3239-6

  • Online ISBN: 978-1-4757-5571-8

  • eBook Packages: Springer Book Archive

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