Author: William Thomas Hayes
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 92
Book Description
"The present study investigates the relationship between cognitive style and reading and arithmetic achievement. Previous research findings although inconsistent have suggested the importance of a reflective disposition towards school related areas. Twenty-five boys, individually assessed by the Matching Familiar Figures Test, were administered a standard achievement test to determine their relative conceptual tempo and its relationship toward academic ability. Results derived from a mixed analysis of variance revealed that when grade level was controlled no significant differences for reading or math achievement were evident between either reflective or impulsive children. Further analysis using Lindquist's Critical Difference Procedure revealed significant differences in favor of third and fourth grade impulsive boys on both reading comprehension and math application subtests. Analysis of fifth and sixth grade subjects revealed significant differences in favor of reflective subjects for math application achievement. The current findings give support to work conducted by Denney (1974), and Finch et al. (1974), and subsequently provokes inquiries regarding the generality of cognitive tempo to standardized achievement; leading one to speculate further, that impulsivity is not a conceptual tempo but a learned response style"--Document.
Relationship Between Cognitive Style and Reading and Arithmetic Achievement
Author: William Thomas Hayes
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 92
Book Description
"The present study investigates the relationship between cognitive style and reading and arithmetic achievement. Previous research findings although inconsistent have suggested the importance of a reflective disposition towards school related areas. Twenty-five boys, individually assessed by the Matching Familiar Figures Test, were administered a standard achievement test to determine their relative conceptual tempo and its relationship toward academic ability. Results derived from a mixed analysis of variance revealed that when grade level was controlled no significant differences for reading or math achievement were evident between either reflective or impulsive children. Further analysis using Lindquist's Critical Difference Procedure revealed significant differences in favor of third and fourth grade impulsive boys on both reading comprehension and math application subtests. Analysis of fifth and sixth grade subjects revealed significant differences in favor of reflective subjects for math application achievement. The current findings give support to work conducted by Denney (1974), and Finch et al. (1974), and subsequently provokes inquiries regarding the generality of cognitive tempo to standardized achievement; leading one to speculate further, that impulsivity is not a conceptual tempo but a learned response style"--Document.
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 92
Book Description
"The present study investigates the relationship between cognitive style and reading and arithmetic achievement. Previous research findings although inconsistent have suggested the importance of a reflective disposition towards school related areas. Twenty-five boys, individually assessed by the Matching Familiar Figures Test, were administered a standard achievement test to determine their relative conceptual tempo and its relationship toward academic ability. Results derived from a mixed analysis of variance revealed that when grade level was controlled no significant differences for reading or math achievement were evident between either reflective or impulsive children. Further analysis using Lindquist's Critical Difference Procedure revealed significant differences in favor of third and fourth grade impulsive boys on both reading comprehension and math application subtests. Analysis of fifth and sixth grade subjects revealed significant differences in favor of reflective subjects for math application achievement. The current findings give support to work conducted by Denney (1974), and Finch et al. (1974), and subsequently provokes inquiries regarding the generality of cognitive tempo to standardized achievement; leading one to speculate further, that impulsivity is not a conceptual tempo but a learned response style"--Document.
The Relationship of Cognitive Style to English Proficiency, Reading, and Mathematics Achievement in Second Grade Hispanic Children
Author: Mery G. Gutierrez-Gable
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 530
Book Description
Publisher:
ISBN:
Category : Cognitive styles
Languages : en
Pages : 530
Book Description
The Relationship Between Cognitive Style, Motivation, and Reading Comprehension Achievement
Author: Ordia Limar Harrison
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 606
Book Description
Publisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 606
Book Description
Field Dependence-independence
Author: Seymour Wapner
Publisher: Psychology Press
ISBN: 1317782879
Category : Psychology
Languages : en
Pages : 470
Book Description
The papers presented in this volume seek to illuminate relationships among the cognitive style of field dependence- independence and biological, psychological, and sociocultural aspects of human functioning across the life span. The book begins by addressing fundamental issues concerning the role of cognitive style in human development. The remainder of the text treats cognitive style in relation to biological, psychological, and sociocultural functioning. Also included is a summary of directions for future research.
Publisher: Psychology Press
ISBN: 1317782879
Category : Psychology
Languages : en
Pages : 470
Book Description
The papers presented in this volume seek to illuminate relationships among the cognitive style of field dependence- independence and biological, psychological, and sociocultural aspects of human functioning across the life span. The book begins by addressing fundamental issues concerning the role of cognitive style in human development. The remainder of the text treats cognitive style in relation to biological, psychological, and sociocultural functioning. Also included is a summary of directions for future research.
The Relationship Between Cognitive Styles and Discrimination Abilities in Mathematics Problem Solving
Author: Beth Ann Staehler
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
Book Description
The Relationship Between Cognitive Styles and Mathematics Achievement in Two Types of Mathematics Laboratories
Author: Katherine Carrol McLeod
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 334
Book Description
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 334
Book Description
Research Relating to Children
Author:
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 574
Book Description
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 574
Book Description
The Relationship Between Cognitive Style and Achievement as Measured by the Old and New Forms of the Tests of General Educational Development
Author: Philip W. Loveall
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 266
Book Description
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 266
Book Description
The Relationship of Cognitive Style and Structure of Arithmetic Materials to Performance in Fourth Grade Arithmetic
Author: Ellen Bien
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
Book Description
The Relations Among Cognitive Styles, Alternative Methods of Instruction, Academic Performance, and Motivational Factors
Author: Beth Ann Staehler
Publisher:
ISBN:
Category :
Languages : en
Pages : 254
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 254
Book Description