Trajectories and perceptual precursors of intelligence in minimally verbal autistic children from preschool to school age

Background The question of cognitive prognosis is frequently asked at the time of autism diagnosis, often at preschool age. It remains however difficult to answer this question at such a young age, given the considerable heterogeneity of cognitive development trajectories and the challenges associated with intellectual assessment in autistic children, particularly among minimally verbal children. Methods The current prospective cohort study investigated whether early perceptual abilities measured at preschool age could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). Participants were assessed at three time points during the childhood period (between the age of 2 and 8 years old) using the Wechsler Preschool and Primary Scales of Intelligence – Fourth edition as a measure of full-scale IQ and the Raven’s Colored Progressive Matrices as a measure of non-verbal IQ. The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) as well as the frequency of perceptual behaviors served as predictors of later intellectual abilities. Results Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both perceptual behaviors and performance on perceptual tests measured at preschool age were associated with later non-verbal IQ in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later non-verbal IQ in the neurotypical group. Limitations: The sample size was relatively modest, with some attrition across time points, as expected in a sample including preschool minimally and non-verbal children. Conclusions Our findings support the important role of perception in autistic cognition. Early perceptual abilities may be a valid avenue for estimating general intelligence and non-verbal abilities at preschool age, particularly for minimally verbal autistic children.

TOWARDS CHARACTERISTICS OF MEMORY-BASED RECONSTRUCTION OF THE REASONING DISCOURSE: A COGNITIVE STYLE PARAMETER

The article discusses functional features of the argumentative discourse and resulting characteristics of its post-perceptional reconstruction by respondents belonging to the cognitive style ‘field-dependence/field-independence’. The authors carried out a respondent-style identification experiment, based on the Embedded Figures Test methodology by the AKT-70 technique (U. Ettrich). The experiment classified the respondents into two distinct groups, field-dependent and field-independent. The groups were assigned to read and to listen to a text containing reasoning and, an hour later, to restore the initial reasoning. Then, the authors carried out their own (‘expert’) analysis of the initial text to see how the reasoning was organized and verbalized. Finally, the authors analyzed the characteristics of the resulting argumentative texts composed by the respondents. The article only discusses the results given by the field-independent respondents. The latter use almost all the Claims and Data of the original text, but the manifestation order of the functional elements differs. The respondents of this pole do not add their own arguments, they only use those given in the initial text. This study helps to identify linguo-argumentative profile of field-independent respondents. Also, resulting data extends the existing description of this pole in its linguistic aspect.

Estilo cognitivo y autoconcepto en una muestra de estudiantes universitarios de la ciudad de Manizales

Objetivo: Establecer la asociación entre el estilo cognitivo y el autoconcepto en estudiantes universitarios, como variables que pueden influir potencialmente en el aprendizaje.Método: Investigación descriptiva correlacional de carácter transversal. Se trabajó con una muestra no probabilística de 547 estudiantes que de manera voluntaria participaron de la investigación. Se utilizaron como instrumentos el Test de Figuras Enmascaradas –Embedded Figures Test– (EFT) para determinar el estilo cognitivo en su dimensión de independencia-dependencia de campo, y el Test de Autoconcepto Forma 5 (AF5) para establecer el autoconcepto académico-laboral, social, emocional, familiar y el físico. Los análisis se realizaron utilizando un nivel de significancia del 5% y el software SPSS versión 23. Resultados: el estilo cognitivo no se asocia con ninguna de las dimensiones del autoconcepto. Para el caso de los estudiantes hombres, el estilo cognitivo se asoció directamente con las dimensiones del autoconcepto académico-laboral y físico, o sea que cuando se incrementa el estilo cognitivo ‘independiente de campo’ (IC) también lo hacen las dimensiones del autoconcepto señaladas. Conclusiones: Dado que la asociación entre el estilo cognitivo y el autoconcepto, solo se evidenció para el caso de los estudiantes hombres, y solo para dos dimensiones, académico- laboral y física, sería pertinente continuar revisando en próximos estudios la asociación del estilo de procesamiento con estas dos dimensiones del autoconcepto, en otras muestras poblaciones, y con otros instrumentos. Palabras clave: Estilo cognitivo, autoconcepto, dependencia de campo, independencia de campo, desempeño académico.

Tantangan Belajar-Mengajar Kalkulus: Studi Naratif pada Gaya Kognitif dan Self-Confidence Calon Guru

In the 21st century, it was introduced with sains, technology, engineering mathematics (STEM). Routine aspects of current teaching practice have little time to discuss the basic concepts of calculus, while teacher competence in learning has a long-term effect on students. The purpose of this study was to determine how the challenges of teaching and learning calculus prospective teachers based on cognitive style and self-confidence. This research uses a qualitative approach, a narrative perspective, and a descriptive design. The research sample was selected purposively from seven prospective teachers in a university. Data were collected using the group embedded figures test (GEFT) for the category of cognitive style types, self-confidence questionnaires, and interviews regarding teaching and learning challenges. The result of the research is that the challenge of teaching and learning is a factor that arises due to mastery of mathematical content, pedagogical competence, experiencing anxiety, and learning experiences in mathematics class.

An Analysis of Students’ Errors in Completing Essay HOTS Questions Based On Watson's Criteria Viewed From The Cognitive Style Perspective

This study aimed to determine the students’ errors classified as Field Independent (FI) and Field Dependent (FD) in solving essay HOTS questions based on Watson criteria and to find out the causes of errors experienced by FI and FD types of students in finishing those questions. This was qualitative research which implemented the case study method. This research was carried out at Junior High School 3 Kepanjen Malang of 2019/2020 academic year. Research subjects were determined based on The Group Embedded Figures Test (GEFT) test results. From the test, two students were selected from each type of cognitive style. The applied data collection included tests and interviews. The qualitative data analysis applied four stages: data reduction, data presentation, conclusion, and verification. The results showed that FI students experienced errors in manipulating calculation, false conclusions, incorrect use of mathematical formulas, and false calculation. On the other hand, FD students had errors in mathematical operation signs, erroneous formula writing, irresponsive to problems, errors of manipulating calculation, and not writing mathematical formulas.

Field Dependent vs. Field Independent EFL Learners’ Perceptions of Their Instructors’ Teaching Methods in English Language Classes

Teachers are the core component of teaching and learning a second or foreign language; therefore, they should know what the learners consider as the most effective teachers’ characteristics which may enhance their learning. Accordingly, the main aim of the present study was to compare field dependent and field independent Iranian learners in terms of their perceptions about effective language teaching. Fifty intermediate Iranian learners of English as a Foreign Language (EFL) participated in this study and three instruments were utilized to collect the data. The first instrument was Oxford Placement Test (OPT, 2001) to test the homogeneity of the EFL learners. The second instrument was Group Embedded Figures Test (GEFT) to classify field dependent learners from field independent ones and the third instrument was an effective EFL teaching questionnaire to record the participants’ perceptions of effective EFL teaching. The obtained results revealed that field dependent and field independent learners had different expectations in class. That is, for field dependent learners, confidence and open-mindedness in class were important characteristics of an effective teacher while for field independent learners, teachers’ knowledge and proficiency were important. Indeed, there was no significant difference between the perceptions of field dependent participants and the field independent EFL learners about the overall characteristics of an effective teacher. Knowing EFL learners’ cognitive styles can open new insights in the second language (L2) domain and lead to more influential teaching.

Representasi Matematis Siswa SMA Ditinjau Dari Gaya Kognitif Field Dependent Dan Field Independent

Representasi matematis penting untuk dikuasai siswa, karena membantu siswa untuk mengungkapkan ide-ide yang dimiliki siswa dalam berbagai bentuk representasi. Salah satu hal yang mempengaruhi perbedaan representasi siswa dalam menyelesaikan masalah adalah gaya kognitif siswa. Penelitian deskriptif kualitatif ini bertujuan untuk mendeskripsikan representasi matematis siswa SMA ditinjau dari gaya kognitif field dependent dan field independent. Subjek dalam penelitian yaitu dua siswa SMA kelas XI berjenis kelamin laki-laki dan berkemampuan matematika tinggi, yaitu satu siswa dengan gaya kognitif field dependent dan satu siswa dengan gaya kognitif field independent. Metode pengumpulan data diperoleh melalui GEFT (Group Embedded Figures Test), TKM (Tes Kemampuan Matematika), tes representasi matematis, dan wawancara. Hasil penelitian menunjukkan subjek dengan gaya kognitif field dependent merepresentasikan ide untuk mengerjakan soal dengan representasi simbol dan verbal. Subjek dengan gaya kognitif field independent merepresentasikan ide untuk mengerjakan soal dengan representasi simbol, visual dan verbal. Representasi simbol dan visual dilihat dari jawaban subjek, untuk representasi verbal berdasarkan penjelasan subjek pada saat wawancara.

Analisis Epistemological Obstacle Siswa Dalam Menyelesaikan Soal Cerita Matematika Berdasarkan Gaya Kognitif

Penelitian ini bertujuan untuk mengetahui penyebab dan mendeskripsikan epistemological obstacle yang terjadi pada siswa dalam menyelesaikan soal cerita operasi hitung pecahan matematika berdasarkan gaya kognitif pada siswa kelas V SD Negeri Pademangan Barat 11 Jakarta Utara tahun ajaran 2018/2019. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, dimana peneliti mencoba mendeskripsikan epistemological obstacle yang terjadi pada siswa dalam menyelesaikan soal cerita matematika. Adapun epistemological obstacle yang dianalisis dalam penelitian ini adalah miskonsepsi/kesalahan konsep, kesalahan prosedur dan, sedangkan gaya kognitif yang dikategorikan dalam penelitian ini adalah field dependent dan field independent. Analisis data pada penelitian ini diolah menggunakan statistic deskriptif kualitatif dan melalui tiga alur kegiatan yaitu reduksi data, penyajian data dan verifikasi data atau penarikan kesimpulan dan digunakan untuk mendapatkan jawaban yang bersifat deskriptif berdasarkan data tes dan wawancara. Tes Group Embedded Figures Test (GEFT) yang digunakan untuk mengetahui kategori gaya kognitif yang dimiliki siswa yang nantinya akan dikategorikan menjadi field independent dan field dependent. Sedangkan tes soal cerita matematika materi operasi hitung pecahan yang nantinya akan dianalisis epistemological obstaclenya. Wawancara dilakukan untuk menggali informasi dari subjek penelitian tentang epistemological obstacle yang terjadi pada siswa dalam menyelesaikan soal cerita matematika berdasarkan gaya kognitif. Berdasarkan hasil penelitian yang telah dilakukan, terungkap bahwa siswa dengan bidang field independen dan field dependen masih sering membuat miskonsepsi, kesalahan prosedural, kesalahan teknis dalam menyelesaikan materi soal matematika dalam operasi penghitungan pecahan.