Renninger K. A., Snyder S. S. Effects of cognitive style on perceived satisfaction and performance among students and teachers // J. of Educat. Psychology. 1983. V. 75 (5). P. 668–678.
Ribaupierre A. Cognitive style and operational development: A review of french literature and a neo-Piagetian reinterpretation // T. Globerson, T. Zelniker (Eds.). Cognitive style and cognitive development. Norwood, New Jersey, 1988. P. 86–115.
Richardson A. Verbalizer-Visualizer: A cognitive style dimension // J. of Mental Imagery. 1977. V. 1. P. 109–125.
Riechmann S. W., Grasha A. F. A rational approach to developing and assessing the validity of a student learning styles instrument // J. of Psychology. 1974. V. 87. P. 213–223.
Riding R. J., Cheema I. Cognitive style – an overview and integration // Educat. Psychology. 1991. V. 11. P. 193–215.
Riding R. J. On the nature of cognitive style // Educat. Psychology. 1997. V. 17 (1 and 2). P. 29–49.
Riemann B. C., McNally R. J. Cognitive processing of personality relevant information // Cognition and Emotion. 1995. V. 9 (4). P. 325–340.
Rotter J. B. Generalized expectancies for internal versus external control of reinforcement // Psychological Monograph. 1966. V. 80. No. 609.
Ross J. Three cognitive dimensions // Psychol. Reports. 1965. V. 17 (1). P. 291–300.
Royce J. R. Cognition and knowledge: Psychological epistemology // E. C. Carterette, M. P. Friedman (Eds.). Handbook of perception. V. I. N. Y., London: Acad. Press, 1974. P. 149–176.
Rozestraten R. J., Pottier A. Educational levels and field-dependent/ independent perceptual style // Bull. Psychonom. Soc. 1988. V. 26 (3). P. 212–213.
Rush G. M., Moore D. M. Effect of restructuring training and cognitive style // Educat. Psychology. 1991. V. 11. P. 309–321.
Sabatelli R. M. Cognitive style and relationalship quality in married dyads // J. of Personality. 1983. V. 51 (2). P. 192–201.
Santostefano S. Biodevelopmental approach to clinical child psychology. N. Y.: John Wiley, 1978.
Santostefano S., Rieder C. Cognitive controls and agression in children: The concept cognitive-affective balance // J. of Consulting and Clinical Psychology. 1984. V. 52 (1). P. 46–56.
Satterly D. J. Cognitive styles, spatial ability and school achievement // J. of Educat. Psychology. 1976. V. 68 (1). P. 36–42.
Schatterman A., Couder J., Carette E., Eisendrath H. Understanding the effect of a process-oriented instruction in the first year of the university by investigating learning style characteristics // Learning Style Conference: University of Birmengham, 1996.
Schroder H. M., Driver M. J., Streufert S. Levels of informations processing // P. B. Warr (Ed.). Thought and Personality. Baltimor, 1970. P. 174–191.
Shneier C. E. Measuring cognitive complexity: developing reliability, validity and norm tables for personality instrument // Educat. and Psychol. Measurement. 1979. V. 39. P. 599–612.
Shoucksmith G. Intelligence, creativity and cognitive style. N. Y.: Wiley-Interscience, Inc., 1970.
Silverman A. J. at al. Some relationships between handedness and perception // J. of Psychosomatic Research. 1966. V. 10. P. 151–158.
Stasz C., Shavelson R., Cox D. Field independence and the structuring of knowledge in social studies minicourse // J. of Educat. Psychology. 1976. V. 68. P. 550–558.
Sternberg J. R. Mental self-government: A theory of intellectual styles and their development // Human Development. 1988. V. 31. P. 197–221.
Sternberg J. R. Intellectual styles: Theory and classroom implications // Learning and thinking styles: Classroom interaction. / B. Z. Presseisen (Ed.). Washington, DC: Nat. Educ. Association, 1990. P. 18–42.
Sternberg R. J. Thinking styles. Cambridge: Cambridge Univ. Press, 1998.
Stroop J. R. Studies of interference in serial verbal reactions // J. of Exper. Psychology. 1935. V. 18. P. 643–662.
Tajfel H., Richardson A., Everstine L. Individual consistencies categorizing: A study in judgement behavior // J. of Personality. 1964. V. 32. P. 90–108.
Tinajero C., Paramo M. F., Cadaveira F., Rodriguez-Holguin S. Field dependence-independence and brain organization: the confluence of two different ways of describing general forms of cognitive functioning? A theoretical review // Perc. and Motor Skills. 1993. V. 77. P. 787–802.
Vernon P. E. The distinctiveness of field independence // J. of Personality. 1972. V. 40. P. 366–391.
