Effect of Conceptual Tempo on Kindergarten Reading Readiness

1981 ◽  
Vol 53 (1) ◽  
pp. 127-134 ◽  
Author(s):  
Sharon A. Sousley ◽  
Richard M. Gargiulo
Keyword(s):  
Multivariate Analysis ◽  
Cognitive Style ◽  
Dependent Measure ◽  
Reading Readiness ◽  
Educational Implications ◽  
Kindergarten Reading Readiness ◽  
And Performance ◽  
Metropolitan Readiness Test ◽  
The Relationship ◽  
Matching Familiar Figures Test

The present study examined the relationship between cognitive style and reading readiness in 104 kindergarteners prior to and after exposure to a treatment designed to modify conceptual impulsivity. Correlations were also obtained between errors and latencies on the Matching Familiar Figures Test and performance on the Metropolitan Readiness Test. A multivariate analysis of variance indicated significant differences between impulsive and reflective children on the Metropolitan. Errors on the Matching Familiar Figures Test negatively correlated with performance on the Metropolitan while response latency was positively correlated. No treatment effect was evidenced on either dependent measure although selected pre- vs posttest differences were observed. The results were discussed in terms of the existing literature and educational implications.

COGNITIVE IMPULSIVITY AND SOCIAL STATUS IN PREDELINQUENT PREADOLESCENT MALES

1979 ◽  
Vol 7 (2) ◽  
pp. 209-215
Author(s):  
David S. Glenwick ◽  
Roxanne G. F. Croft ◽  
Ralph Barocas ◽  
Harvey K. Black
Keyword(s):  
Social Status ◽  
Cognitive Style ◽  
Residential Setting ◽  
Cognitive Impulsivity ◽  
The Relationship ◽  
Matching Familiar Figures Test

The relationship between cognitive impulsivity, as measured by Kagan's Matching Familiar Figures Test (MFF), and interpersonal popularity was investigated in a sample of 42 “predelinquent” preadolescent boys in a residential setting. Predictions that the relationship would vary with the specific sociometric situations sampled were generally not confirmed. In fact, both the latency and errors dimensions of the MFF proved to have comparatively little association with social status, with age and intelligence demonstrating much stronger correlations with sociometric scores. Similarities to, and differences from, results with nondelinquent populations are discussed, as are implications for attempts at modifying cognitive style.

Cognitive Style and the Management of Small and Medium-Sized Enterprises

2004 ◽  
Vol 25 (2) ◽  
pp. 155-181 ◽  
Author(s):  
Eugene Sadler-Smith
Keyword(s):  
Financial Performance ◽  
Cognitive Style ◽  
Management Development ◽  
Rational Analysis ◽  
Decision Style ◽  
Managerial Action ◽  
Article Analysis ◽  
Environmental Instability ◽  
And Performance ◽  
The Relationship

A long-standing dilemma in theories of management surrounds the question of whether effective managerial action is better served by ‘rational analysis’ or ‘creative intuition’. In the present article, analysis and intuition are conceived within a framework of cognitive style in which a distinction is drawn between the processing of information (rational and intuitive) and the organizing of information in memory (local and global). Such styles are thought to affect a range of management behaviours (including decision-making). The relationship between managers’ cognitive styles and firm performance was examined from a contingency perspective in which environmental instability was hypothesized as moderating the relationship between style and performance. The study was based upon data obtained from owner-managers and managing directors of small and medium-sized firms in two contrasting sectors. There was a positive relationship between intuitive decision style and contemporaneous financial and non-financial performance that did not appear to be moderated by environmental instability. Furthermore, a statistically significant relationship between intuitive decision style and subsequent financial performance was observed. The implications of these findings for theories of cognitive style, the management of small and medium-sized enterprises, and for the practice of management development in such firms are discussed.

scholarly journals ALGEBRA PROBLEM SOLVING ABILITY BASED ON SOLO TAXONOMY ASSESSED FROM COGNITIVE STYLE

2021 ◽  
Vol 12 (2) ◽  
pp. 148
Author(s):  
Arie Purwa Kusuma ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
S Mariani
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Research Subjects ◽  
Solo Taxonomy ◽  
Abstract Level ◽  
The Relationship ◽  
Matching Familiar Figures Test ◽  
Student Problem

Algebra is a branch of mathematics that uses mathematical statements to describe the relationship between various things. This study aims to describe the algebra problem solving abilities of students in the Linear Program course. There are differences in student problem solving, which are caused by students' cognitive styles. Reflective and impulsive cognitive styles based on the SOLO taxonomy. This research method is descriptive qualitative. The research was conducted at STKIP Kusuma Negara Jakarta. The research subjects consisted of 4 students, 2 students having a reflective cognitive style and 2 students having an impulsive style. Purposive sampling technique was used in taking the subjects.Data collection techniques used cognitive style test questions Matching Familiar Figures Test (MFFT), algebra problem solving test questions and interview guidelines. Data collection techniques used two techniques, namely written tests and interviews. Technical analysis of data by reducing data, presenting data, and drawing conclusions. From the data processing, the results of the research were 2 students whose have flexible cognitive style also have good algebra problem solving abilities and based on SOLO taxonomy reached the Extended abstract level. Meanwhile, students who have an impulsive cognitive style in solving algebra problems based more on the SOLO taxonomy have Multistructural and Unistructural levels. So each cognitive style of students gives the different results in solving problems.

The Determinants of Salesperson Performance: A Meta-Analysis

1985 ◽  
Vol 22 (2) ◽  
pp. 103-118 ◽  
Author(s):  
Gilbert A. Churchill ◽  
Neil M. Ford ◽  
Steven W. Hartley ◽  
Orville C. Walker
Keyword(s):  
Environmental Factors ◽  
Sampling Error ◽  
Meta Analysis ◽  
Dependent Measure ◽  
Personal Factors ◽  
Sales Managers ◽  
Customer Type ◽  
And Performance ◽  
Average Size ◽  
The Relationship

The authors use meta-analysis techniques to investigate the evidence that has been gathered on the determinants of salespeople's performance. A search of the published and unpublished literature uncovered 116 articles (the list of which is available upon request) that yielded 1653 reported associations between performance and determinants of that performance. The results indicate the determinants can be ordered in the following way in terms of the average size of their association with performance: (1) role variables, (2) skill, (3) motivation, (4) personal factors, (5) aptitude, and (6) organizational/environmental factors. When ordered according to the amount of the observed variation in correlations across studies that is real variation (i.e., not attributable to sampling error), the determinants rank as follows: (1) personal factors, (2) skill, (3) role variables, (4) aptitude, (5) motivation, and (6) organizational/environmental factors. To investigate whether the associations between each of the categories of predictors and performance could be partially accounted for by the presence of moderator variables, the results were broken out by customer type, product type, and type of dependent measure used. The results indicate that the strength of the relationship between the major determinants and salespeople's performance is affected by the type of products salespeople sell. The authors discuss the implications of these findings for sales managers and researchers.

scholarly journals Conceptual Tempo as a Predictor of First-Grade Reading Achievement

1978 ◽  
Vol 10 (4) ◽  
pp. 359-362 ◽  
Author(s):  
Howard Margolis ◽  
Nedra Peterson ◽  
H. Skipton Leonard
Keyword(s):  
Reading Achievement ◽  
First Grade ◽  
Reading Performance ◽  
Reading Readiness ◽  
Classification Procedure ◽  
Median Split ◽  
Kindergarten Reading Readiness ◽  
Matching Familiar Figures Test ◽  
Conceptual Tempo ◽  
Kindergarten Reading

The primary purposes of this study were to (1) ascertain the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance; (2) compare the results obtained by the traditional Matching Familiar Figures Test double median split classification procedure with results obtained by computing a linear score for each child which combined his MFF standard scores for latency and errors. Regardless of the classification procedure, conceptual tempo did not significantly influence reading achievement at the .05 level. When equated for kindergarten reading readiness scores, significant vocabulary and comprehension differences were not found for tempo, sex, or interaction. It was concluded that the conceptual tempo of kindergartners does not appear of utility in predicting their middle of first-grade reading performance.

The Influence of Cognitive Styles on Learners’ Performance in e-Learning

2012 ◽  
pp. 95-115
Author(s):  
Robert Z. Zheng
Keyword(s):  
Linear Relationship ◽  
Cognitive Style ◽  
Situated Learning ◽  
Cognitive Styles ◽  
Learning Gains ◽  
Complex Learning ◽  
E Learning ◽  
And Performance ◽  
The Relationship ◽  
Instructional Situations

This chapter focused the influence of cognitive styles on learners’ performance in e-Learning. The author examined the existing practice of style matching where instructional conditions were matched with learners’ cognitive styles and found that style matching did not necessarily provide learning gains for learners with different cognitive styles. Instead, he proposed ability building as an effective approach to improve learners’ learning. Following the same line, the author further examined the relationship between cognitive styles and instructional situations where situated learning was implemented. The results revealed that instructional situations can significantly influence learners’ learning in complex learning and that cognitive style was not, as viewed by many people, a linear relationship between style and performance. Instead, it displayed multi-dimensional relationships with variables related to e-Learning. The author thus suggested that cognitive style should be examined in a broader manner where variables related to e-Learning be considered simultaneously.

Creativity and Cognitive Style in Learning Disabled and Nondisabled School Age Children

1980 ◽  
Vol 46 (1) ◽  
pp. 299-305 ◽  
Author(s):  
Jan Marie Sigg ◽  
Richard M. Gargiulo
Keyword(s):  
Cognitive Style ◽  
Creative Thinking ◽  
Learning Disabled ◽  
School Age Children ◽  
School Age ◽  
Creative Processes ◽  
Significant Difference ◽  
Educational Implications ◽  
Chi Squared ◽  
Matching Familiar Figures Test

The present study investigated the cognitive style and creative processes of 42 learning disabled and 44 nondisabled students. Subjects were randomly selected and administered the Matching Familiar Figures Test and the Torrance Test of Creative Thinking. A chi-squared analysis suggested a significant difference between the cognitive styles of the two groups of children. Multivariate analysis of variance indicated no significant differences in creativity between learning disabled and nondisabled students, or between reflective and impulsive individuals. Correlational analyses suggested that errors and latencies on the Matching Familiar Figures Test were not significantly related to the creative abilities of either learning disabled or nondisabled children. Theoretical and educational implications of results were discussed.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Cognitive Factors Mediate the Relation Between Age and Flight Path Maintenance in General Aviation

2016 ◽  
Vol 6 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Kathleen Van Benthem ◽  
Chris M. Herdman
Keyword(s):  
Cognitive Functioning ◽  
Flight Path ◽  
General Aviation ◽  
Cognitive Factors ◽  
Pilot Performance ◽  
Pilot Error ◽  
Age Related ◽  
And Performance ◽  
Relationship Of ◽  
The Relationship

Abstract. Identifying pilot attributes associated with risk is important, especially in general aviation where pilot error is implicated in most accidents. This research examined the relationship of pilot age, expertise, and cognitive functioning to deviations from an ideal circuit trajectory. In all, 54 pilots, of varying age, flew a Cessna 172 simulator. Cognitive measures were obtained using the CogScreen-AE ( Kay, 1995 ). Older age and lower levels of expertise and cognitive functioning were associated with significantly greater flight path deviations. The relationship between age and performance was fully mediated by a cluster of cognitive factors: speed and working memory, visual attention, and cognitive flexibility. These findings add to the literature showing that age-related changes in cognition may impact pilot performance.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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