Cognitive Styles and Word versus Spirit Orientations among Christians

1981 ◽  
Vol 9 (2) ◽  
pp. 175-182 ◽  
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.

MMPI Correlates of Extreme Field Independence and Field Dependence in a Psychiatric Population

1975 ◽  
Vol 40 (2) ◽  
pp. 539-544 ◽  
Author(s):  
Vance Stansell ◽  
Larry E. Beutler ◽  
Charles W. Neville ◽  
Dale T. Johnson
Keyword(s):  
Test Performance ◽  
Psychiatric Patients ◽  
Cognitive Styles ◽  
Multiple Discriminant Analysis ◽  
Field Independence ◽  
Field Independent ◽  
Field Dependent ◽  
Psychiatric Population ◽  
Rod And Frame Test ◽  
Rod And Frame

34 male and 34 female hospitalized psychiatric patients were divided into field-independent and field-dependent groups on the basis of rod-and-frame test performance and their MMPI scores were compared. A multiple discriminant analysis followed by a series of 2 × 2 factorial analyses of variance was used to assess the results. As in previous studies, more similarities than differences were found between the two cognitive styles. However, field-independent subjects tended to be more unconventional, aggressive, antisocial, and perhaps defensive than field-dependent subjects. Explanations of results were explored in reference to previous findings.

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

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.

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

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.

scholarly journals FIELD-DEPENDENT AND FIELD-INDEPENDENT COGNITIVE STYLES AND THEIR EDUCATIONAL IMPLICATIONS

1975 ◽  
Vol 1975 (2) ◽  
pp. 1-64 ◽  
Author(s):  
H. A. Witkin ◽  
C. A. Moore ◽  
D. R. Goodenough ◽  
P. W. Cox
Keyword(s):  
Cognitive Styles ◽  
Field Independent ◽  
Field Dependent ◽  
Educational Implications

Instructional Design and Cognitive Styles of Teachers in Elementary Schools

1981 ◽  
Vol 52 (1) ◽  
pp. 335-338 ◽  
Author(s):  
Marc C. Mahlios
Keyword(s):  
Instructional Design ◽  
Elementary Schools ◽  
Cognitive Styles ◽  
Sixth Grade ◽  
Elementary Classrooms ◽  
Instructional Behaviors ◽  
Field Independent ◽  
Field Dependent ◽  
Teaching Conditions ◽  
Perceptual Differentiation

To determine approaches in the design of classroom instruction, and how these differences compared to those observed under simulated teaching conditions, 12 fifth and sixth grade field-dependent ( n = 6) and field-independent ( n = 6) teachers were observed for 96 hr. in regular elementary classrooms. Over-all, the results supported several instructional principles associated with differences in teachers' cognitive style obtained under simulated teaching conditions. Statistically significant differences were obtained for 8 out of 10 instructional behaviors observed between field-dependent and field-independent teachers. The findings support certain aspects of Witkin's perceptual differentiation theory as they relate to how teachers teach.

Field Dependence and Differences between Visual and Verbal Learning Tasks

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1327-1330 ◽  
Author(s):  
Stanley Berent ◽  
Albert J. Silverman
Keyword(s):  
Undergraduate Students ◽  
Paired Associate ◽  
Verbal Learning ◽  
Associate Learning ◽  
Field Dependency ◽  
Learning Tasks ◽  
Field Independent ◽  
Significant Difference ◽  
Field Dependent ◽  
Significant Impairment

50 female undergraduate students were administered 2 paired-associate learning tasks (verbal and visual) and assigned on the basis of their scores on the rod-and-frame test to extreme field-dependent and field-independent groups. No significant difference was found between the two groups on the visuo-perceptive paired-associate tests. Compared to the field-independent Ss, however, the field-dependent Ss showed significant impairment on the verbal task ( U = 18, p < .01). These findings are discussed in terms of possible dominant (left) cerebral hemisphere involvement in field dependency.

scholarly journals Metaphorical Thinking of Students in Solving Algebraic Problems based on Their Cognitive Styles

2021 ◽  
Vol 8 (1) ◽  
pp. 75-89
Author(s):  
Muthmainnah Muthmainnah ◽  
Marwan Ramli ◽  
M Ikhsan
Keyword(s):  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Real Life ◽  
Metaphorical Thinking ◽  
Algebraic Problem ◽  
Field Independent ◽  
Field Dependent ◽  
Looking Back ◽  
Banda Aceh

One of thinking concepts which connects real life to mathematics is called metaphorical thinking. Metaphor and modelling are two closely related concepts. Besides, each individual performs different cognitive styles, such as field independent (FI) and field dependent (FD) cognitive styles. This factor possibly leads to different metaphorical thinking in solving algebraic problems. The participants of this qualitative research consist of two students at grade 7 of one of junior high school in Banda Aceh, Indonesia, with FI and FD as their cognitive styles. Based on the findings, it is found that: 1) Metaphorical thinking of the student with FI cognitive style in solving the algebraic problem in the stage of understanding the problem, devising a plan, carrying out the plan, and looking back is considered to achieve the target for each criteria of CREATE; 2) Metaphorical thinking of the student with FD cognitive style in solving the problem in the all four stages but could not reveal all criteria mentioned in CREATE. This happens as the student is unable to find the appropriate metaphor to the algebraic problem. Therefore, the student does not need to explain the suitability of the metaphor to the algebraic problem.

scholarly journals Mathematical communication skills based on cognitive styles and gender

2020 ◽  
Vol 9 (4) ◽  
pp. 847
Author(s):  
Kamid Kamid ◽  
M. Rusdi ◽  
Olva Fitaloka ◽  
Fibrika Rahmat Basuki ◽  
Khairul Anwar
Keyword(s):  
Communication Skills ◽  
Cognitive Styles ◽  
Female Students ◽  
Mathematical Communication ◽  
Field Independent ◽  
Field Dependent ◽  
And Gender ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
The Mathematical Model

This research aimed to determine the differences of mathematical communication skills based on cognitive styles and gender. This research was a mixed-method with sequential explanatory design. The population was grade XI students at Senior High School in Jambi City consisting of 53 male and 72 female students. The study used a total sampling. The key informant consisted of four field independent and four field dependent. The instruments were used cognitive style test, mathematical communication test, and interviews. The differences of mathematical communication skills were analyzed using Mann-Whitney U-Test. Qualitative data were analyze descriptively using Miles and Huberman model. The results of this study showed that there was a significant difference of Field Independent (FI) and Field Dependent (FD) students in mathematical communication skills. FI can explain the information on the question well, using the mathematical model appropriately, explaining the problem-solving strategy very clear and structured, and being able to evaluate clearly and accurately. FD able to describing the information on the matter, but less complete, using the mathematical model appropriately, explaining the problem-solving strategy, but less complete, and being able to evaluate it quite clearly. The mathematical communication skills of male and female students were not significant differences. Male students are able to explain the strategy and the steps of solving the problem quite clearly, but less structured. Female students are able to explain the strategy and steps to resolve the problem clearly and structured.

scholarly journals Peer Correction On Writing Quality Of College Students Having Different Cognitive Styles

INFERENSI ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 259-282
Author(s):  
Sri Wahyuni
Keyword(s):  
College Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Writing Quality ◽  
Field Independent ◽  
Field Dependent ◽  
Before And After ◽  
Figure Test ◽  
Writing Tests

Correction in writing process is beneficial to improve students’ writing quality. However, different kinds of correction may affect students’ writing quality differently. Furthermore, depending on their cognitive style, students may receive correction differently. This research aims at investigating the effect of peer correction on writing quality of college students’ having different cognitive styles. Two groups of students participated in this study. In the treatment, one group conducted peer correction, and the other group conducted self correction on their writings. To collect the data on students’ cognitive styles, Group Embedded Figure Test (GEFT) was used. To collect the data on students’ writing quality before and after the treatment, writing tests were used. To test the hypotheses, an analysis of covariate (ANCOVA) was used. The results shows that both types of corrections, peer and self corrections, and students’ cognitive styles, field dependent and field independent, significantly affects the students’ writing quality. However, it seems to be no significant interaction between types of corrections and students’ cognitive styles. The types of correction and cognitive styles do not affect students’ writing quality at the same time. 

scholarly journals STUDENT’S SELF-CONCEPT PROFILES IN PROBLEM POSING ACCORDING TO COGNITIVE STYLES: DEVELOPING AN EVIDENCE BASE FOR BEST PRACTICE OF E-LEARNING IN MATHEMATICAL ECONOMICS COURSE AT PAMULANG UNIVERSITY

2019 ◽  
Vol 1 (2) ◽  
pp. 158
Author(s):  
Angga Hidayat
Keyword(s):  
Best Practice ◽  
Cognitive Styles ◽  
Evidence Base ◽  
Self Concept ◽  
Problem Posing ◽  
Mathematical Economics ◽  
Field Independent ◽  
Field Dependent ◽  
E Learning

Penelitian ini merupakan penelitian kualitatif dan bersifat eksploratif yang bertujuan untuk mendeskripsikan konsep diri mahasiswa dalam pengajuan masalah matematika bisnis ditinjau dari perbedaan gaya kognitif, yaitu field dependent dan field independent. Subjek penelitian ini terdiri dari dua mahasiswa , berjenis kelamin perempuan. Penelitian dimulai dengan menentukan subjek penelitian menggunakan instrument GEFT. Perbedaan gaya kognitif, kesamaan jenis kelamin, kemampuan berkomunikasi dan kesediaan mahasiswa juga menjadi pertimbangan peneliti untuk memilih subjek, kemudian dilanjutkan dengan memberikan tugas pemecahan masalah, wawancara dan pengamatan. Pengecekan keabsahan data menggunakan triangulasi waktu. Berdasarkan hasil analisis data, dapat disimpulkan bahwa subjek bergaya kognitif field dependent berusaha dalam memecahkan masalah matematika bisnis walau menghadapi beberapa kesulitan dan merasa tidak yakin dapat memecahkan masalah matematika bisnis dengan benar. Selain itu, subjek bergaya kognitif field dependent merasa gugup, tegang dan khawatir tetapi tidak menunjukan perubahan fisiologis dan menjelaskan secara garis besar tentang pemecahan masalah matematika bisnis. Di sisi lain, subjek bergaya kognitif field independent berusaha terus dalam memecahkan masalah matematika bisnis walau menghadapi kesulitan dan merasa yakin dapat memecahkan masalah matematika bisnis. Subjek bergaya kognitif field independent tidak merasa gugup, tegang dan khawatir tetapi mengeluarkan keringat pada telapak tangan dan menjelaskan secara terperinci tentang pemecahan masalah.  

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