scholarly journals The Correlation between Cognitive Styles and Student’s Reading Comprehension

2017 ◽  
Vol 8 (1) ◽  
pp. 68
Author(s):  
Putri Nurus Sakina ◽  
Desi Surlitasari Dewi ◽  
Aulia Putri
Keyword(s):  
Reading Comprehension ◽  
Cognitive Style ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Field Independence ◽  
Correlational Research ◽  
Figure Test ◽  
Academic Year

The objective of this study was to find out whether there is any correlation between cognitive style and student’s reading comprehension. The researcher limited the cognitive style in this study in Field Dependence and Field Independence. For example, students with Field dependence tend to have low reading comprehension because they difficult to construct their own perception and to find the information that not exactly written in the text.  The research design was correlational research. The population of this research was 271 students of Eleventh Grade of SMAN 3 Batam in the Academic Year 2015/2016. The population was selected simple random sampling technique. Embedded Figure Test (EFT) and Reading comprehension test were used as the instrument of this research. Then the researcher analyzed the correlation by using Spearman Ranked Correlation formula to correlate both cognitive style (variable X) and students reading comprehension (variable Y). The result showed that Zcountedis 5.157 and Ztableis 1.96. It means Zcountedis greater than Ztableand Ho is rejected and Ha is accepted. The researcher found out that there was a significant correlation between cognitive style and student’s Reading Comprehension at Eleventh Grade of SMAN 3 Batam in the Academic Year 2015/2016.Keywords : cognitive style, field dependence, field independence and reading comprehension.

scholarly journals SOCIOMETRIC CHARACTERISTICS OF THE EFFECTIVENESS OF TEAM INTERACTION OF INDIVIDUALS WITH DIFFERENT EXPRESSION OF A FIELD-DEPENDENT COGNITIVE STYLE

2020 ◽  
Vol 13 (3) ◽  
pp. 71-79
Author(s):  
Irina Ivanovna Shoshina ◽  
Elena Evgenievna Chauzova
Keyword(s):  
Cognitive Style ◽  
Interpersonal Communication ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Polar Field ◽  
Interpersonal Interaction ◽  
Field Independence ◽  
Intellectual Activity ◽  
Team Interaction ◽  
Field Dependent

Background: The effectiveness of team interaction is often assessed through sociometric indicators, namely sociometric status and emotional reciprocity. At the same time, interpersonal interaction is a cognitive process, since it includes such mental processes as perception, categorization, thinking, speech, etc., which serve for information processing. These individual differences in the way information is processed underlie the concept of cognitive styles. Therefore, cognitive styles can hypothetically be considered as characteristics of interpersonal interaction and a predictor of its effectiveness. Aim: The paper aims to determine the sociometric characteristics of the effectiveness of team interaction of persons with different degree of the field-dependent cognitive style. Materials and methods. To assess field-dependence/field-independence, the Gottschaldt Embedded Figures method was used. The effectiveness of team interaction was assessed using the Moreno small group study method. Statistical analysis was performed with the Mann-Whitney test using IBM SPSS Statistics 23. Results. It was found that persons with a mobile field-dependent cognitive style had a significantly higher hierarchical position and a stable position in the system of nterpersonal relations compared with persons with a polar field-dependent cognitive style. Evidence was obtained on the splitting of field dependence into polar field-dependent and mobile field-dependent styles. Conclusion. Field-dependence/field-independence can be considered as one of the basic inner qualities of a person's intellectual activity, which influences his/her behavior and interpersonal communication.

Cognitive Styles: Illusory Phenomena

1985 ◽  
Vol 60 (1) ◽  
pp. 201-202 ◽  
Author(s):  
Diane J. Schiano ◽  
Hou-Can Zhang
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Negative Correlation ◽  
Cognitive Styles ◽  
Illusion Magnitude ◽  
Significant Negative Correlation ◽  
Research Field ◽  
Stimulus Field ◽  
Field Independence ◽  
The Relationship

The relationship between cognitive style and illusion magnitude was examined using the assimilation and contrast Delboeuf distortions. As in previous research, field dependence correlated positively with assimilation; however, a significant negative correlation with contrast was also found, suggesting that, while field dependence may involve the illusory integration of the stimulus field, field independence may involve its equally illusory differentiation.

Teaching Strategies, Modes of Evaluation, and Field-Dependence Factor

1981 ◽  
Vol 52 (1) ◽  
pp. 163-173 ◽  
Author(s):  
Guy L. Provost
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Teaching Strategies ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Field Independence ◽  
Active Responding ◽  
Female Subjects

The objective of this study was to investigate the possible interactions of aptitude and treatment between (a) two teaching strategies and the cognitive styles of field-dependence and field-independence and (b) two modes of evaluation and the same cognitive styles. Subjects high on the cognitive style scale scored higher on all the posttests. However, no interactions of treatment and cognitive style were found. A significant interaction of sex and treatment occurred on measures of affect and motivation. It shows that female subjects preferred the passive-responding treatment over the active-responding treatment. They worked harder on their preferred treatment and also reached significantly higher performance scores. The exact opposite was true for the males who preferred, worked harder, and obtained higher performance scores with the active-responding treatment. The expected interaction between the cognitive styles and the modes of evaluation was not observed.

scholarly journals PENGARUH METODE PEMBELAJARAN PEMECAHAN MASALAH DAN GAYA KOGNITIF TERHADAP HASIL BELAJAR MATEMATIKA

Akademika ◽  
2018 ◽  
Vol 7 (01) ◽  
pp. 43-71
Author(s):  
Nurhayati Na ◽  
Khasanah Na
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Field Dependence ◽  
Teaching Method ◽  
Mathematics Learning ◽  
Cognitive Styles ◽  
Field Independence ◽  
Learning Problem ◽  
Expository Teaching

This study aimed to determine : ( 1 ) The difference in student learningoutcomes treated with problem-solving learning method is higher than student learningoutcomes treated with expository teaching methods , (2 ) interaction between learningmethod with cognitive style on learning outcomes of mathematics ; ( 3 ) the results of themathematical learning of students who have cognitive style field independence givenlearning problem-solving methods of treatment is higher than the expository method , (4 )the results of the mathematical learning of students who have cognitive style fielddependence given treatment expository teaching method is higher than the problemsolving methods . The hypothesis in this study were 1 ) There are differences in studentlearning outcomes treated with the methods of learning and problem solving expositoryteaching methods ; 2 ) There is an interaction between cognitive styles and teachingmethods on learning outcomes of mathematics ; 3 ) mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method ; 4 ) mathematics learningoutcomes of students who have cognitive style field dependence given treatmentexpository teaching method is higher than the methods of solving problems . The targetpopulation is the entire fourth grade students SDIT Al - Izzah Serang Banten whichtotaled 173 students . Samples were taken with a random sampling technique thatrandomly select each of the two ( 2 ) classes to be treated with the use of teachingmethods and classroom problem solving using learning methods usedekspositori.Instrumen untukmendapatkan data through student learning outcomesvariable ( Y ) using tests of cognitive learning outcomes , cognitive style variables usingtests of cognitive style Group embedded Figures test ( GEFT ) . The results showed that :First , the results of student learning using a problem -solving method of teaching ishigher than that using the expository method , value sig = 0.009 < α = 0.05 . Second ,there was an interaction between cognitive styles and learning methods , Value sig = 0.00< α = 0.05 , F value = 5.168 > F = 3.99 . Third , mathematics learning outcomes ofstudents who have cognitive style field independence given learning problem-solvingmethods of treatment is higher than the expository method , with the results Qhitung >Qtabel ( 4.55 > 2.95 ) . Mathematics learning outcomes of students who have thecognitive style of field dependence given treatment expository teaching method is higherthan the methods of solving problems , with the result Qhitung > Qtabel (3.03 > 2.95 )

scholarly journals A CORRELATIONAL STUDY BETWEEN EXTROVERSION PERSONALITY, VOCABULARY MASTERY, AND SPEAKING SKILL

2015 ◽  
Vol 4 (1) ◽  
pp. 49
Author(s):  
Shelia Anjarani ◽  
Abdul Asib ◽  
Hefy Sulistyawati
Keyword(s):  
English Education ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Education Department ◽  
Microsoft Excel ◽  
Training And Education ◽  
Positive Correlation ◽  
Correlational Research ◽  
Speaking Skill ◽  
Academic Year

<p>The article is aimed at investigating the correlation between extroversion personality and vocabulary mastery toward speaking skill of the fourth semester students of English Education Department, Teacher Training and Education Faculty, Sebelas Maret University in the academic year of 2012/2013; both partially and simultaneously. The method of this study is correlational research. The population of the study is all of the fourth semester students while the sample is 30 students taken by simple random sampling technique. The technique used to analyze the data are simple, multiple correlation, and regression by using microsoft excel. The results of the study show that there is a positive correlation between extroversion personality and vocabulary mastery toward speaking skill both partially and simultaneously. The positive correlation indicates that extroversion personality and vocabulary mastery tend to go up or to go down together with speaking skill.</p>

scholarly journals A STUDY ON COGNITIVE STYLE AMONG HIGH SCHOOL TEACHERS WORKING IN TRIBAL SCHOOLS

2021 ◽  
Vol 58 (2) ◽  
pp. 3932-3937
Author(s):  
U. Narayanasamy, Dr. V. Vasudevan
Keyword(s):  
High School ◽  
Cognitive Style ◽  
High School Teachers ◽  
Random Sampling ◽  
Cognitive Styles ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Teachers ◽  
Significant Difference

The present study has been conducted to find out the  patterns  of  cognitive styles  among  high school teachers working in tribal schools. The sample for the investigation was drawn from the high school teachers to working in tribal schools located in thiruppathur district, Tamilnadu state by using simple random sampling technique. It comprises 120 high school teachers. Cognitive Style Inventory (CSI) developed by Praveen Kumar Jha in this Standardized tool was used in the present study. The study revealed that there is a significant difference in the  patterns  of cognitive styles  among high school teachers working in tribal schools with respect to their gender. The study also revealed that there is no significant difference in the patterns of cognitive style among school teachers working in tribal schools with respect to their locality and academic streams.

scholarly journals TOWARDS LINGUISTIC PARAMETERS OF FIELD DEPENDENCE/FIELD INDEPENDENCE COGNITIVE STYLE

2020 ◽  
pp. 80-86
Author(s):  
Ирина Александровна Степанова
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Cognitive Styles ◽  
Field Independence ◽  
Field Dependency ◽  
Syntactic Features ◽  
Secondary Text

Анализируются характеристики параметров языковой личности на основе концепции когнитивных стилей. Дается детальное описание стиля «полезависимость/поленезависимость» и методики выявления полюсов этого стиля. Исследуются языковые реализации текстовой репродуктивной деятельности респондентов. Рассмотрен экспонентный уровень языковой личности - семантикосинтаксические особенности вторичной вербализации текста носителями данного когнитивного стиля. The article describes parameters of the linguistic persona within the concept of cognitive styles. The opposite poles of the field-dependency style continuum are characterized, as well as the techniques of detecting respondent belonging to the poles. The author characterizes language manifestations of the respondent textual reproduction activities. The exponential level of the linguistic persona is described from the angle of the semantic-syntactic features of the secondary text verbalization by the style holders.

The Effect of Teaching Strategies and Cognitive Style on Reading Comprehension

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Marlin Helentina Napitupulu ◽  
Lince Sihombing ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Factorial Design ◽  
Key Words ◽  
Cognitive Style ◽  
Experimental Research ◽  
Teaching Strategies ◽  
Cognitive Styles ◽  
Csr Strategy

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

scholarly journals THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND READING COMPREHENSION OF THE FIRST YEAR STUDENTS OF SMPN 1 CISARUA BANDUNG BARAT

2020 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Pilli Parliyah ◽  
Tanty Khotimah
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Method ◽  
Reading Motivation ◽  
First Year ◽  
First Year Students ◽  
Comprehension Skill ◽  
Correlational Research ◽  
Academic Year

The objective of this study is to know the correlation between students’ motivation and their achievement in reading comprehension. The research used quantitative method and correlational research as design. The population of the study was the seventh grade students of Junior High School 1 cisarua, Kabupaten Bandung Barat in academic year 2017/2018 with total number 395 students and the sample in this study is 32 students. Instruments for data collection were the questionnaire to find out students’ motivation and the reading comprehension test. Pearson Product Moment was used to analyze the data and the hypothesis testing was computed by applying SPSS version 22. It was found that there is a significant correlation between students’ motivation and their achievement in reading because the correlation coefficient was 0.658. It was classified into high correlation . Thus, there is a significant correlation between reading motivation and reading motivation. The result can be interpreted that students’ motivation had strong effect to reading comprehension skill.  It is suggested the English teachers have to create teaching strategies that will motivate the students to read in class.Keywords: Correlation, students’ motivation, reading, achievement. 

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