Cognitive Styles and Classroom Learning

By Harry Morgan | Go to book overview

during development. Field dependence-independence was accordingly now placed in the broader framework of differentiation. ( 1981, 18-19)

Finally, from time to time researchers have investigated the relationship between problem-solving success and feelings about self ( Bloom and Broder, 1951; Coor and Somerfield, 1975). In general, studies report that pupils who are successful at problem-solving tasks make positive comments about themselves. On the other hand, pupils who find problem solving tasks troublesome make negative comments about themselves. Indications are that self-rejecting attitudes can produce negative consequences for learning; while self-supporting attitudes can ensure positive consequences. Classroom demands for problemsolving call for thoughtful preparation and presentation of content by teachers together with the utilization of a variety of media and teaching styles, supported by well-balanced testing procedures that enable field dependent and field independent pupils to demonstrate through their performance that learning has occurred.


REFERENCES

Allen J., Watson J. A., and Howard J. R. ( 1993). "The Impact of Cognitive Styles on the Problem-Solving Strategies Used by Pre-school Minority Children in Logo Microworlds." Journal of Computing in Childhood Education 4 ( 3), 203-217.

Allen M. J., and Cholet M. E. ( 1978). "Strength of Association Between Sex and Field Dependence." Perceptual and Motor Skills 47, 419-421.

Allport Gordon. ( 1937). Personality: A Psychological Interpretation. New York: Henry Holt and Company.

Bandura A. ( 1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall.

Banks J. ( 1993). "The Canon Debate, Knowledge Construction, and Multicultural Education." Educational Researcher 22 (5) 4-14.

Bennett N., and Deforges C. ( 1988). "Matching Classroom Tasks to Student Attainments." Elementary School Journal 88 ( 3), 221-234.

Berger E., and Goldberger L. ( 1979). "Field Dependence and ShortTerm Memory." Perceptual and Motor Skills 49, 87-96.

Berry J. W. ( 1981). Comparative Studies of Cognitive Styles: Implications for the Education of Immigrant Students. Paper presented at the Conference on Ethnic Minority Immigrants. (Dec.) Miami, FL.

Bertini M., Pizzamiglo L., and Wapner S. ( 1986). Field Dependence in Psychological Theory, Research, and Application. Hillside, NJ: Erlbaum.

Bigelow G. S. ( 1971). "Field Dependence-Field Independence in 5- to 10-Year-Old-Children." Journal of Educational Research 9, 397-400.

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Cognitive Styles and Classroom Learning
Table of contents

Table of contents

  • Title Page iii
  • Contents vii
  • Acknowledgments ix
  • Illustrations xi
  • Introduction 1
  • References 8
  • 1 - Philosophical Foundations of Cognitive Style 9
  • References 33
  • 2 - Theoretical Foundations of Cognitive Style 35
  • References 56
  • 3 - Field Independent and Field Dependent Cognitive Styles 61
  • References 82
  • 4 - The Cognitive Style Context of Reflectivity and Impulsivity 89
  • References 103
  • 5 - Cognitive Styles of Conceptualization 109
  • References 114
  • 6 - The Myers-Briggs Type Indicator 117
  • References 126
  • 7 - Cognitive Style of Leveling-Sharpening 129
  • References 135
  • 8 - Conclusion 137
  • References 156
  • Selected Bibliography 161
  • Index 177
  • About the Author 185
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