Cognitive style and sex as mediators of biology retention-test performance of students exposed to two instructional modes in Benin City, Nigeria

1992 ◽  
Vol 12 (1) ◽  
pp. 3-12
Author(s):  
Martina A. Adeyemi
Keyword(s):  
Cognitive Style ◽  
Test Performance ◽  
Retention Test ◽  
Benin City

Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

1996 ◽  
Vol 24 (4) ◽  
pp. 375-379 ◽  
Author(s):  
Ray Griffin ◽  
Godfrey Franklin
Keyword(s):  
Factor Analysis ◽  
Cognitive Style ◽  
Test Performance ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Test Number ◽  
Field Dependent ◽  
Two Factors ◽  
Academic Potential ◽  
Correct Criterion

One hundred and forty-three subjects were identified as Field Independent or Field Dependent based on their performance on the Group Embedded Figures Test, a measure of cognitive style. Results indicated that Field Independent students performed significantly better on course tests and had higher academic potential as measured by the ACT, than Field Dependent students. A regression analysis was conducted to determine which measures would contribute variance to a course test (number correct) criterion. Although both the GEFT and the ACT were significantly related to course test performance, only the ACT contributed significant variance to the regression, F(1,141) = 12.99, r=.29, p <.01. A Principal Components Factor Analysis applied to the GEFT, ACT, and course test data identified two factors. The course tests were associated with factor 1 while the GEFT and ACT were more closely associated with factor 2. The regression and factor analysis results suggest that the ACT and GEFT tests are measuring similar or related constructs for this sample of subjects.

scholarly journals Is Field Dependence or Independence a Predictor of EFL Reading Performance?

2007 ◽  
Vol 24 (2) ◽  
pp. 82 ◽  
Author(s):  
Mohammad Ali Salmani-Nodoushan
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Test Performance ◽  
Study Data ◽  
Sentence Completion ◽  
Continuous Variables ◽  
Embedded Figures Test ◽  
Matching Process ◽  
Field Independent ◽  
Significant Difference

In this study it was hypothesized that field dependence or independence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. One thousand, seven hundred, forty-three freshman, sophomore, junior, and senior students, all majoring in English at various Iranian universities and colleges, took the Group Embedded Figures Test (GEFT). The resulting 582 field-independent (FI) and 707 field-dependent (FD) students then took the 1990 version of the IELTS. Using SPSS commands for collapsing continuous variables into groups and participants’ IELTS scores (based on the 25th, 50th, and 75th percentiles), four proficiency groups were identified for each cognitive style. From each proficiency group, 36 FD and 36 FI individuals were selected through a matching process. The resulting sample of 288 participants took the Task-Based Reading Test (TBRT) designed for the study. Data analysis revealed that individuals’ cognitive styles resulted in a significant difference in their overall test performance in the proficient, semiproficient, and fairly proficient groups, but not in the low-proficient group. The findings also indicated that cognitive style resulted in a significant difference in participants' performance on true-false, sentence completion, outlining, scanning, and elicitation tasks in all proficiency groups.

The Interaction of Field Dependence/Independence and the Level of Guidance of Mathematics Instruction

1979 ◽  
Vol 10 (5) ◽  
pp. 347-355 ◽  
Author(s):  
Verna M. Adams ◽  
Douglas B. McLeod
Keyword(s):  
Elementary Teachers ◽  
Cognitive Style ◽  
Field Dependence ◽  
Retention Test ◽  
Mathematics Instruction ◽  
Mathematical Achievement ◽  
Prospective Elementary Teachers ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
The Relationship

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks. The 97 prospective elementary teachers were tested on cognitive style (using the Group Embedded Figures Test) and on mathematical achievement (a measure of crystallized ability), and randomly assigned to treatments. Following instruction, students were tested for immediate achievement and then retested 5 weeks later. There were no interactions with field dependence/independence, but there was a significant (p < .05) interaction with crystallized ability on the retention test.

Effects of Live, Videotaped, or Written Instruction on Learning an Upper-Extremity Exercise Program

2004 ◽  
Vol 84 (7) ◽  
pp. 622-633 ◽  
Author(s):  
Julie Allen Reo ◽  
Vicki Stemmons Mercer
Keyword(s):  
Health Care ◽  
Physical Therapy ◽  
Cost Containment ◽  
Test Performance ◽  
Retention Test ◽  
Exercise Program ◽  
Health Care Environment ◽  
Care Environment ◽  
Performance Accuracy ◽  
Live Instruction

Background and Purpose. Today's health care environment encourages cost containment in many aspects of patient care, including exercise instruction in physical therapy. The purpose of this study was to determine whether different modes of instruction affect the learning of an exercise program, as measured by retention test performance immediately after the instruction and practice and after a 1-day delay. Subjects. Subjects were 40 people, aged 26 to 51 years (X̄=38.4, SD=7.4), with no known shoulder pathology. Methods. Subjects were instructed in a series of 5 shoulder exercises by 1 of 4 modes of instruction: (1) live modeling, (2) corrected-error videotape, (3) error-free videotape, and (4) handout alone. Results. Subjects who received instruction from handout materials alone (handout group) exhibited poorer performance accuracy than subjects who received live or videotaped modeling and exercise instruction. In addition, the total number of errors of the handout group was more than twice the average of the live instruction and videotape instruction groups. No differences were found between the live instruction group and the 2 groups that received videotaped instruction. Discussion and Conclusion. Live and videotaped modeling are more effective than a handout alone for achieving performance accuracy of a basic exercise program, as measured by immediate and delayed retention tests.

Benton Revised Visual Retention Test Performance of Black Adolescents According to Age, Sex, and Ethnic Identity

1986 ◽  
Vol 63 (1) ◽  
pp. 319-327
Author(s):  
Essie P. Knuckle ◽  
Charles A. Asbury
Keyword(s):  
Multivariate Analysis ◽  
Ethnic Identity ◽  
Test Performance ◽  
Retention Test ◽  
Black Adolescents ◽  
Test Form ◽  
Adolescent Students ◽  
Black Adolescent ◽  
Cultural Variables

As part of a battery, the Benton Revised Visual Retention Test was individually administered to 100 black adolescent students in southeastern Virginia, aged 12 or 13 yr. The Benton test, Form C, Administrations A and C were scored for both Total Errors and Total Number Correct. A multivariate analysis of variance indicated no significant differences between ages, but there were differences between boys' and girls' scores. There were two significant interactions for age, sex, and measured ethnic identity on Administration C for Total Number Correct and Total Errors for the group. Administration A, scored for categorical errors, produced significant univariate F ratios for Total Errors, Distortion, and Total Right Errors on the classification of ethnic identity. Alternative interpretations are feasible, and further research into the influences of experimental and cultural variables on visual perception is needed.

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