scholarly journals ON LANGUAGE FEATURES IN TEXT SECONDARY VERBALIZATION: A COGNITIVE STYLE PARAMETER

2021 ◽  
Vol 31 (5) ◽  
pp. 1005-1009
Author(s):  
I.A. Stepanova
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Field Dependency ◽  
Syntactic Features ◽  
Field Independent ◽  
The Given ◽  
Secondary Text

The article describes verbal manifestations of the parameter ‘intentionality’ within the linguistic persona based on the conception of cognitive styles. The description of field-dependency/field-independency style is given. The sequence of the research is described - classifying the respondents into different poles of the given cognitive style, by using the AKT-70 technique (U. Ettrich), reading of the unknown text by the respondents, completing the given task with the subsequent verbalization of the results. The semantic-syntactic features of the secondary text verbalization by the style holders, namely such characteristics as ‘directivity’ and ‘centering/decentering’, are discussed in details. Such feature as ‘directivity’ appeared equal for both poles, while ‘centering’ is much more pronounced for the group of field-independent respondents.

Can cognitive structure outcomes reveal cognitive styles? A study on the relationship between cognitive styles and cognitive structure outcomes on the subject of chemical kinetics

2018 ◽  
Vol 19 (3) ◽  
pp. 746-754
Author(s):  
Elif Atabek-Yigit
Keyword(s):  
Cognitive Style ◽  
Chemical Kinetics ◽  
Cognitive Styles ◽  
Cognitive Structure ◽  
Field Dependency ◽  
Field Independent ◽  
Figure Test ◽  
Flow Map ◽  
The Given ◽  
The Relationship

Determination of the relationship between individuals’ cognitive styles and cognitive structure outcomes was the main aim of this study. Sixty-six participants were enrolled in the study and their cognitive styles were determined by using the Hidden Figure Test (for their field dependent/independent dimension of cognitive style) and the Convergent/Divergent Test (for their convergence/divergence dimension of cognitive style). An open-ended questionnaire was formed in order to determine participants’ cognitive structure outcomes. The study topic was chosen as chemical kinetics since it is one of the most difficult topics in chemistry according to many students and also there is limited study in the literature on this topic. Key concepts about chemical kinetics were selected and given to the participants and they were asked to write a text by using the given concepts. A flow map technique was used to reveal participants’ cognitive structure outcomes. According to the findings of this study, it can be said that field independent participants tended to be divergent thinkers while field dependents tended to be convergent thinkers. Also, strong positive relationships between participants’ field dependency/independency and some cognitive structure outcomes (extent and richness) were found. That is, field independents tended to have more extended and richer cognitive structure outcomes. However, the convergence/divergence dimension of cognitive style did not show any correlation with cognitive structure outcomes.

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.

Developmental Perception and Cognitive Styles: From Young Children to Master Artists

1975 ◽  
Vol 40 (3) ◽  
pp. 983-998 ◽  
Author(s):  
Rosslyn Gaines
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Developmental Theory ◽  
Kindergarten Children ◽  
Perceptual Skills ◽  
Grade 5 ◽  
Field Independent ◽  
Economic Support ◽  
The Relationship

The perceptual skills and cognitive styles of 30 master artists are compared to those of non-artist groups of different ages, beginning with 84 kindergarten children, and including an adult comparison group of 32. Criteria for master artists were first, handcrafted productions; second, major economic support derived from their art; third, shows in museums or good galleries; and fourth, positive peer evaluation. The test battery contained one intelligence test, two vision tests, three perceptual-discrimination measures, and five perceptual-cognitive style measures. Results show artists are significantly more flexible, accurate, variable, and field independent than all other groups. Artists, non-artist adults, and young children (60 high school sophomores, 60 children in Grade 5, 84 kindergarteners) each have differing cognitive styles. The relationship between cognitive style and artists' and non-artists' instrumental competency is discussed. Last, the extensive differences between artists' and children's performances are discussed in terms of developmental theory.

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 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 PENGARUH PAKET PEMBELAJARAN PENDIDIKAN LINGKUNGAN HIDUP DAN GAYA KOGNITIF TERHADAP KEMAMPUAN MEMECAHKAN MASALAH LINGKUNGAN (Studi Eksperimen pada Jurusan Kimia, FMIPA Universitas Negeri Jakarta)

2017 ◽  
Vol 13 (1) ◽  
pp. 55-68
Author(s):  
Agung Purwanto
Keyword(s):  
Problem Solving ◽  
Environmental Education ◽  
Learning Environment ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Environmental Problems ◽  
Integrated Learning ◽  
Problem Solving Skills ◽  
Field Independent ◽  
Field Dependent

The objective of the research was aimed at finding out whether there is effect of the environmental education learning package and cognitive style on environmental problem solving skills. This research conducted was exsperiment methode. The target of population is the students at the Mathematics and Natural Sciences at the State University of Jakarta. Then accessible of population is Department of Chemistry and take it by randomly (n=40).The research came five conclusions are follow: the first, as a whole the ability of students problem-solving learning environment in an integrated package of environmental education is high than the monolithic environmental education learning package; the second, the ability of students problem-solving learning environment in field independent style cognitive is not high than the field dependent style cognitive; the third, interaction effect between learning and cognitive styles environmental education package; the fourth, the ability of students to solve environmental problems based on cognitive style of field dependent on an integrated learning package environmental education lower than on learning environmental education monolithic package, and the five, there is the ability of students to solve environmental problems based on field independent cognitive styles in an integrated learning package environmental education is high than on learning environmental education monolithic package.

scholarly journals Analysis of Mathematics Literation Capability in Cube and Beam Materials on Mts Students Reviewed from Dependent and Independent Field Kognitiffield Style

2019 ◽  
Author(s):  
YL Sukestiyarno and Mellawaty .
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Cognitive Styles ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
Independent Field ◽  
Field Independent ◽  
Field Dependent ◽  
Class Viii ◽  
The Right

This research is a descriptive qualitative research which aims to describe the mathematical literacy skills of the material of cubes and beams of class VIII A students at MTsN 2 Indramayu that it be seen in terms of cognitive styles of dependent fields and independent fields. Data will be whereas to describe the ability of mathematical literacy using observation; interview test; documentation. Data from this study were analyzed using Miles and Huberman (2007) data analysis which consisted of data reduction,datapresentation,andconclusiondrawing.Theresultsofthisstudyindicate that students in the Field Dependent cognitive style use the concept and the steps of the test work are still not appropriate. While students in Field Independent cognitive style use the right concepts and work steps. The advice given is that the teacher should provide balanced proportions in giving individual and group assignments to students (more conical).

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

scholarly journals Analyzing students’ abstraction in learning common tangent lines of two circles based on cognitive styles

2019 ◽  
Vol 12 (2) ◽  
pp. 94-108
Author(s):  
Wirani Sumekar ◽  
Farida Nurhasanah ◽  
Sutopo Sutopo
Keyword(s):  
Qualitative Research ◽  
Cognitive Style ◽  
Prior Knowledge ◽  
Cognitive Styles ◽  
Common Tangent ◽  
Field Independent ◽  
Field Dependent ◽  
Independent Students ◽  
Cognitive Actions ◽  
And Task

[English]: This study was aimed to describe the abstraction process of students with different cognitive styles in learning common tangent lines of two circles using recognizing, building-with, and construction (RBC) model. This qualitative research collected data through questionnaires, written tests, and task-based interviews. Eight students with field-dependent and field-independent were involved as the subjects. The interview transcripts were analyzed and grouped into cognitive actions of the RBC model. Findings showed that to reach the stage of construction activities, field-dependent students tend to need guidance and more time in recognizing and constructing the concept of a common tangent of two circles using their prior knowledge. Meanwhile, field-independent students tend to directly recognize and construct the concept using their prior knowledge so that they successfully constructed the concept of common tangent lines of two circles. This study shows that (1) field-dependent students use their prior knowledge that relates to the concept of common tangent lines of two circles less than field-independent students who tend to be able to use most of their prior knowledge relevant to the concept of common tangent lines of two circles, and (2) students who has similar cognitive style may not show the same success in abstraction process. Keywords: Abstraction, Circles, Common tangent line, Cognitive style, RBC Model [Bahasa]: Penelitian kualitatif ini bertujuan untuk mendeskripsikan abstraksi siswa SMP dengan gaya kognitif berbeda dalam mempelajari garis singgung pada dua lingkaran yang dianalisis menggunakan model RBC (Recognizing, Building-with, Construction). Data penelitian dikumpulkan melalui angket, tes tertulis, dan wawancara berbasis tugas. Delapan siswa dengan gaya kognitif field-dependent dan field-independent dipilih sebagai subjek penelitian. Data penelitian dianalisis berdasarkan rekaman wawancara yang sudah ditranskrip dan dikelompokkan berdasarkan tindakan kognitif model RBC. Hasil penelitian menunjukkan bahwa siswa field-dependent cenderung memerlukan petunjuk dan waktu lebih lama untuk mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu hingga sampai pada aktivitas konstruksi. Sementara siswa field-independent cenderung langsung mengenali dan membangun konsep garis singgung pada dua lingkaran melalui pengetahuan terdahulu sehingga berhasil mengkonstruksi konsep garis singgung pada dua lingkaran. Penelitian ini menunjukkan bahwa (1) siswa field-dependent lebih sedikit menggunakan pengetahuan terdahulu yang berkaitan dengan konsep garis singgung dua lingkaran daripada siswa field-independent yang cenderung dapat melihat sebagian besar pengetahuan lama yang relevan dengan konsep garis singgung dua lingkaran, (2) siswa dengan gaya kognitif yang sama belum tentu menunjukkan keberhasilan yang sama pada proses abstraksi. Kata kunci: Abstraksi, Dua lingkaran, Garis singgung, Gaya kognitif, Model RBC  

scholarly journals Profile Number Sense of 5th Grade Students Subject Based on Field-Dependent and Field-Independent Cognitive Style

2020 ◽  
Vol 2 (12) ◽  
Author(s):  
Risa Mariana ◽  
Siti Khabibah ◽  
Siti Maghfirotun Amin
Keyword(s):  
Cognitive Style ◽  
Student Performance ◽  
Number Sense ◽  
Cognitive Styles ◽  
Complex Objects ◽  
Ability Test ◽  
Fifth Grade Students ◽  
Field Independent ◽  
Field Dependent ◽  
Improve Student Performance

Number sense can vary from person to person, number sense variations can be caused by learning experiences of mathematics, mathematical abilities, and cognitive styles. This research is a qualitative descriptive study that aims to determine the number sense profile of grade V SD students in terms of the field-dependent and field-independent cognitive styles on fraction material. So the research begins by giving a math ability test, cognitive style test, and number sense test. The subjects of this study were fifth-grade students of SDN Ngagel Rejo V Surabaya with field-dependent and field-independent styles with equivalent math abilities. Data collection was continued with the number sense test, and interviews and checks using time triangulation. The results showed that students with a field-independent cognitive style tended to use logical reasoning and actively processed information and were able to simplify complex problems well. They also have a high of number sense so that they can answer and describe answers based on their analytical skills. For example, when comparing the concept of numbers, they can show that there is another fraction or decimal between two fractions or decimals. Whereas students in the field-dependent cognitive style only compare the values of the two fractions or decimals, which means they have difficulty separating and distinguishing objects. simple of complex objects. They also tend to do conventional learning such as doing multiplication using a pencil and writing on paper and cannot analyze a thing or question with an estimate or approach. Therefore, students' cognitive styles must be learned and aligned with existing teaching strategies in several schools. Teaching adjustments that are in line with students' cognitive styles are needed to improve student performance.

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