Abstract
The study explored various facets of the intuitive style and its relevance to learning and education from a dual-processing perspective, namely how it relates to other style constructs (analytical; visual and verbal; local and global), gender, and superstitious reasoning and how these are likely to impact upon learning in educational and occupational settings. The correlation between the intuitive style and the visual style was statistically significant, while the correlation between the intuitive style and the global style was non-significant. A small main effect of gender on the intuitive style was observed. The correlation between the intuitive style and superstitious reasoning was statistically significant. The six separate measures of styles used in this study have acceptable internal consistencies. A scale-level exploratory factor analysis revealed the relative independence of the intuitive and rational, and local and global scales; the verbal–visual measure was more problematic in this regard. The stereotype of female intuition did not receive strong support; it is recommended that educators be cautious of exhibiting biases in this regard. Consistent with previous research the intuitive style was found to be related to superstitious reasoning and paranormal beliefs and may therefore impact on reasoning and thinking in ways that are at odds with scientific understandings of causality. The implications of these findings for the assessment of styles and their applications are discussed