Cognitive Style, Dogmatism, and Creativity: Some Implications regarding Cognitive Development

Abstract

A model is presented in which two cognitive style factors are seen to account for creative expression. Data are presented which replicate a strong inverse relationship between one of these factors, preference for the abstract, and dogmatism. Dogmatism was unrelated to the other dimension, preference for unstructured stimuli, among two samples of college undergraduates ( ns = 30 and 40). Based on these data and available literature the authors argue that failure to develop formal operational, abstract thinking leaves a person especially vulnerable to dogmatic dependence on authority figures. Such a cognitive view of the etiology of dogmatism suggests education as a reasonable alternative to environmental manipulation in reducing bias.