The Relationship of Field-Independent/Dependent Cognitive Style and Two Methods of Instruction in Mathematics Learning

1979 ◽  
Vol 10 (3) ◽  
pp. 219-222
Author(s):  
Judith Ann Threadgill
Keyword(s):  
Cognitive Style ◽  
Mathematics Learning ◽  
Comprehensive Review ◽  
Field Independent ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Relationship Of ◽  
The Relationship

Past reviews of aptitude-treatment-interaction (A TI) studies (Bracht, 1970; Berliner & Cahen, 1973) have painted a somewhat discouraging picture for the researcher seeking evidence of genuine ATI effects. However, in a recent, comprehensive review, Cronbach and Snow (1977) reanalyzed the results of past ATI research in terms of the methods and designs employed.

Cognitive Style and Mathematics Learning: The Interaction of Field Independence and Instructional Treatment in Numeration Systems

1978 ◽  
Vol 9 (3) ◽  
pp. 163-174
Author(s):  
Douglas B. McLeod ◽  
Thomas P. Carpenter ◽  
Robert L. McCornack ◽  
Romualdas Skvarcius
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Mathematics Learning ◽  
Two Dimensions ◽  
Field Independence ◽  
Level Of Abstraction ◽  
Field Independent ◽  
Treatment Interaction ◽  
Numeration Systems ◽  
And Mathematics

The relationship between a cognitive style variable, field-dependence-independence, and instructional treatments that differed in two dimensions of discovery learning, level of guidance and level of abstraction, was investigated. The four treatments used either minimum or maximum guidance with or without manipulative materials. The 116 subjects, all prospective elementary teachers, were pretested and then randomly assigned to treatments. Students were tested for immediate achievement at both the concrete and symbolic level, and then retested 4 weeks later. There was a significant (p<.05p<.05) aptitude-treatment interaction between field-dependence-independence (measured by the Hidden Figures Test) and level of guidance on two of the four dependent variables. As predicted, field-independent students did better with minimum guidance, whereas field-dependent students excelled with maximum guidance. Although there was one interaction between field-dependence-independence and level of abstraction, the data showed no consistent pattern for this dimension.

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.

The Relationship of Cognitive Style of Young Children and Their Modes of Responding to Paintings

1981 ◽  
Vol 22 (3) ◽  
pp. 24 ◽  
Author(s):  
Nancy J. Douglas ◽  
Julia B. Schwartz ◽  
Janet B. Taylor
Keyword(s):  
Young Children ◽  
Cognitive Style ◽  
Relationship Of ◽  
The Relationship

Cognitive Styles in the Deaf

1967 ◽  
Vol 24 (1) ◽  
pp. 319-329 ◽  
Author(s):  
Martin Fiebert
Keyword(s):  
Cognitive Style ◽  
Developmental Differences ◽  
Cognitive Testing ◽  
Stanford Achievement Test ◽  
Embedded Figures Test ◽  
Clear Cut ◽  
Field Independent ◽  
Communication Ability ◽  
The Relationship ◽  
Rod And Frame Test

To evaluate sex and developmental differences in the cognitive style functioning of the deaf and test an hypothesis derived from Witkin's differentiation theory (concerning the relationship between cognitive style and communication ability) 90 Ss at three age levels were rested. Each S was given three cognitive style tests, the Rod and Frame Test (RFT), the Children's Embedded Figures Test (CEFT), and the Poppelreuter Test (P-T). The Paragraph Meaning scores of the Stanford Achievement Test were used to assess one aspect of communication ability, reading. Special procedures were utilized in the cognitive testing of Ss and in particular, a method for the administration of the RFT to deaf individuals was developed. The results revealed consistent and clear-cut sex differences in cognitive style, such that boys were significantly more field independent than girls. Expected developmental differences in the direction of increasing field independency with age were evident in the performance of boys but were absent in the scores of girls. The relationships between cognitive style and communication measures indicate a partial confirmation of the differentiation hypothesis tested.

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