MANIFESTATIONS OF THE IMPULSIVITY-REFLECTIVITY COGNITIVE STYLE IN PRIMARY SCHOOL AGE

This article examines the manifestations of the “impulsivity-reflectivity” dimension of the cognitive style in early school age. This cognitive style influences the effectiveness of learning activities. The study investigates its impact on decision-making, behaviour, and the development of self-organisation skills. The study presents research data regarding the relationship between this cognitive style and rigidity, as well as information on how the modern digital environment affects this response style. It also explores the impact of heightened anxiety on impulsivity and reflectivity. Given that cognitive styles are formed in early school age, and in accordance with the trend towards individualised education, it is necessary to rely on the unique cognitive characteristics of students. It is suggested that further research into thecognitive style based on the response style will allow for a more targeted approach to learning activities, making them more effective.