Cognitive Styles and Classroom Learning

By Harry Morgan | Go to book overview

individually administered test consisting of ten components. After completing a one-day training session, classroom teachers are able to administer the test. The ten sections of this preschool screening test are designed to evaluate (1) visual discrimination of asymmetric figures, (2) immediate recall of asymmetric figures, (3) visual motor copying, (4) ordering rote sequences, (5) elements within the sequence, (6) discrimination between words that vary by one phoneme, (7) articulate specific sounds or words, (8) associate sounds with their visual symbols, (9) locate tactile stimuli to fingers, and (10) develop the oppositional relationship between finger and thumb (as in a pencil grip).

When used as an instrument to provide valuable information to teachers who administer school reading programs, Silver, et al. ( 1978) caution about the possibility of false-positives due to "the impact of the many factors contributing to beginning to read--the quality and intensity of instruction, family disorganization, motivation, and illness--all of which (the instrument) does not assess." (51)

In general, the precautions mentioned by Silver and colleagues can serve as guidelines for all educators when interpreting results of tests, especially when such results are intended for use as classification.


REFERENCES

Benfari R. ( 1966). "The Scanning Control Principal and its Relationship to Affect Manipulation." Perceptual and Motor Skills 22, 203- 216.

Bower T. G. R. ( 1971). "The Object World of the Infant." Scientific American 225, 30-38.

Fitzgerald D., and Hong, H. O. ( 1970). "Leveling-Sharpening and Representational Learning." Perpetual and Motor Skills 30, 211-214.

Frantz R., and Miranda S. ( 1975). "Newborn Infant Attention to form and Contours." Child Development 46, 224-228.

Freud S. ( 1954). The Origins of Psycho-analysis: Letters to Wilhelm Fliess, Drafts and Notes: 1887-1902. New York: Basic Books.

Ganon E., and Swartz K. ( 1980). "Perception of Internal Elements of Compound Figures by One-Month-Olds." Journal of Experimental Child Psychology 30, 159-170.

Gardner R. W. ( 1953). "Cognitive Styles in Categorizing Behavior." Journal of Personality 22, 214-233.

Gardner R. W. ( 1961). "Cognitive Controls of Attention Deployment as Determinants of Visual Illusions." Journal of Abnormal Social Psychology 62, 120-127.

Gardner R. W., and Long R. I. ( 1960). "Leveling Sharpening and Serial Learning." Journal of Perceptual and Motor Skills 10, 179-195.

Gardner R. W., and Long R. I. ( 1962). "Control Defense and CentrationEffect: A Study of Scanning Behavior."

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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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