MATERNAL TEACHING STRATEGIES AND FIELD DEPENDENT-INDEPENDENT COGNITIVE STYLES IN CHICANO FAMILIES

The objectives of this study were to examine whether (1) the students’ achievement on reading comprehension taught by using CSR Strategy is higher than that of taught by using REAP Strategy, (2) reading comprehension achievement of reflective cognitive style is higher than reading comprehension achievement of impulsive cognitive style, and (3) there is interaction between teaching strategies and cognitive styles on students’ achievement on reading comprehension. This study was conducted by using experimental research with factorial design 2X2. The data were analyzed by using Two-Way ANOVA. Based on the analysis, there were found that (1) CSR and REAP strategy significantly affect students’ achievement on reading comprehension, students’ achievement on reading comprehension taught by using CSR is higher than that of the students’ taught by using REAP; (2)the achievement on reading comprehension of the students with reflective cognitive style is higher than that of the students with impulsive cognitive style; and (3) there is an interaction between teaching strategies and cognitive style on students’ reading comprehension achievement. It showed that students who read with reflective cognitive style got higher result than students who read with impulsive cognitive style if they were taught by CSR, and students who read with reflective cognitive style got higher result than students who read with impulsive reflective style if they were taught by REAP. Key words: cognitive style; reading comprehension; and teaching strategies

Download Full-text

Authoritarian Attitudes and Field Dependence

Psychological Reports ◽

10.2466/pr0.1968.22.1.309 ◽

1968 ◽

Vol 22 (1) ◽

pp. 309-310 ◽

Cited By ~ 3

Author(s):

Stephen L. Clark

Keyword(s):

Field Dependence ◽

Short Form ◽

Cognitive Styles ◽

Embedded Figures Test ◽

Field Dependent ◽

Embedded Figures

This study sought to investigate further the dependency of authoritarian attitudes on field dependence by using a factor analytically derived measure of authoritarian attitudes, the F + D scale. 523 college Ss completed the F + D scale, and the high and low scorers were selected from the extreme ends of the male distribution of 264 Ss. 20 Ss in each extreme group were individually administered Jackson's Short Form of the Embedded Figures Test (EFT), a measure of field dependence. High F + D scorers required significantly more time to complete the EFT than did low F + D scorers. They also obtained significantly lower SCAT verbal and total scores than did low F + D scorers. These two sets of findings were interpreted as resulting from the contrasting cognitive styles of the two F + D groups. It was concluded that, as measured by the tests in this study, high F + D scorers were more field dependent and less intelligent than low F + D scorers.

Download Full-text

Maternal Teaching Strategies in Chicano Families of Varied Educational and Socioeconomic Levels

Child Development ◽

10.2307/1128752 ◽

1978 ◽

Vol 49 (4) ◽

pp. 1129 ◽

Cited By ~ 87

Author(s):

Luis M. Laosa

Keyword(s):

Teaching Strategies ◽

Maternal Teaching ◽

Socioeconomic Levels

Download Full-text

Kemampuan Siswa Sekolah Menengah Pertama dalam Menyelesaikan Masalah Matematika Berdasarkan Gaya Kognitif

EDU-MAT: Jurnal Pendidikan Matematika ◽

10.20527/edumat.v2i1.584 ◽

2016 ◽

Vol 2 (1) ◽

Author(s):

Noor Fajriah ◽

Arief Angky Suseno

Keyword(s):

Cognitive Styles ◽

Field Independent ◽

Field Dependent

Karakteristik siswa dalam menyelesaikan masalah matematika berbeda-beda karena cara bertingkah laku, menerima, menilai, berpikir, dan memproses informasi dari masalah tersebut berbeda. Perbedaan ini disebut dengan “cognitive styles” (gaya kognitif) yang kemungkinan mempengaruhi kemampuanmatematika siswa. Gaya kognitif yang digunakan dalam penelitian ini adalah gaya kognitif Field Dependent (FD) dan Field Independent (FI). Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan yang signifikan kemampuan siswa dalam menyelesaikan masalah matematika berdasarkan gaya kognitif tersebut. Populasi dalam penelitian ini adalah Sekolah Menengah Pertama (SMP) di Banjarmasin Tengah. Teknik analisis data menggunakan statistika deskriptif dan statistika inferensial. Hasil penelitian menunjukkan bahwa terdapat perbedaaan yang signifikan kemampuansiswa SMP dalam masalah matematika berdasarkan gaya kognitif.Kata kunci: masalah matematika, gaya kognitif.

Download Full-text

Investigating the Effects of Individual Cognitive Styles on Collaborative Gameplay

ACM Transactions on Computer-Human Interaction ◽

10.1145/3445792 ◽

2021 ◽

Vol 28 (4) ◽

pp. 1-49

Author(s):

Sultan A. Alharthi ◽

George E. Raptis ◽

Christina Katsini ◽

Igor Dolgov ◽

Lennart E. Nacke ◽

...

Keyword(s):

Mixed Methods ◽

Individual Differences ◽

Cognitive Style ◽

Team Performance ◽

Team Member ◽

User Study ◽

Cognitive Styles ◽

Mental Load ◽

Field Dependent ◽

Player Experience

In multiplayer collaborative games, players need to coordinate their actions and synchronize their efforts effectively to succeed as a team; thus, individual differences can impact teamwork and gameplay. This article investigates the effects of cognitive styles on teams engaged in collaborative gaming activities. Fifty-four individuals took part in a mixed-methods user study; they were classified as field-dependent (FD) or independent (FI) based on a field-dependent–independent (FD-I) cognitive-style-elicitation instrument. Three groups of teams were formed, based on the cognitive style of each team member: FD-FD, FD-FI, and FI-FI. We examined collaborative gameplay in terms of team performance, cognitive load, communication, and player experience. The analysis revealed that FD-I cognitive style affected the performance and mental load of teams. We expect the findings to provide useful insights on understanding how cognitive styles influence collaborative gameplay.

Download Full-text

MATERNAL TEACHING STRATEGIES IN CHICANO AND ANGLO-AMERICAN FAMILIES: THE INFLUENCE OF CULTURE AND EDUCATION ON MATERNAL BEHAVIOR

ETS Research Report Series ◽

10.1002/j.2333-8504.1980.tb01199.x ◽

1980 ◽

Vol 1980 (1) ◽

pp. i-23 ◽

Cited By ~ 4

Author(s):

Luis M. Laosa

Keyword(s):

Teaching Strategies ◽

Maternal Behavior ◽

Maternal Teaching ◽

Anglo American ◽

American Families

Download Full-text

The Role of Field Dependent/Independent Styles in Learning and Teaching

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.911 ◽

2020 ◽

Author(s):

Olivia N. Saracho

Keyword(s):

Cognitive Style ◽

Learning Style ◽

Cognitive Abilities ◽

Teaching Style ◽

Cognitive Styles ◽

Cognitive Strategies ◽

Early Childhood Classroom ◽

Intellectual Style ◽

Field Dependent ◽

Intellectual Styles

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

Download Full-text

The effect of problem based learning by cognitive style on critical thinking skills and student retention

Journal of Technology and Science Education ◽

10.3926/jotse.790 ◽

2020 ◽

Vol 10 (2) ◽

pp. 271

Author(s):

Syamsul Arifin ◽

Punadji Setyosari ◽

Cholis Sa’dijah ◽

Dedi Kuswandi

Keyword(s):

Critical Thinking ◽

Student Retention ◽

Cognitive Style ◽

Cognitive Styles ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Field Independent ◽

Field Dependent

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

Download Full-text

Cognitive Styles and Word versus Spirit Orientations among Christians

Journal of Psychology and Theology ◽

10.1177/009164718100900207 ◽

1981 ◽

Vol 9 (2) ◽

pp. 175-182 ◽

Cited By ~ 3

Author(s):

Theodore T. Y. Hsieh

Keyword(s):

Sex Role ◽

Cognitive Styles ◽

Christian College ◽

Sex Distribution ◽

Role Expectation ◽

Field Independent ◽

Significant Difference ◽

Field Dependent ◽

Word Versus ◽

Rod And Frame

Christian college students classified as either Word or Spirit-oriented through a questionnaire were tested with the Rod and Frame Apparatus. Word-oriented subjects were found to be field-independent and Spirit-oriented subjects to be field-dependent in their perceptual style. No sex difference on field-dependence or independence was found within either the Word-oriented or the Spirit-oriented groups, but a significant difference in sex distribution of Word or Spirit-orientation was found. Socialization and sex role expectation effects in the churches and implications for these findings and further studies were discussed.

Download Full-text