Download or read book The Relationship Between Cognitive Style and Problem oriented Recording written by Barbara L. Mudloff and published by . This book was released on 1981 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Cognitive Style and Problem Solving Skills Using a Computer written by TyAnn Morehead and published by . This book was released on 1989 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1991 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.

Download or read book Effects of Expertise and Cognitive Style on Information Use in Tactical Decision Making written by Rex R. Michel and published by . This book was released on 1988 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Relationship of Cognitive Styles to Problem Solving written by Leon Hyer and published by . This book was released on 1970 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Some Relationships Between Anxiety Cognitive Style and Problem Solving written by Leon Darryl Thomander and published by . This book was released on 1972 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education A E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 994 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Cognitive Style the Problem Solving Process written by Peter G. W. Keen and published by . This book was released on 1974 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1970 with total page 936 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Encyclopedia of Creativity written by Mark A. Runco and published by Academic Press. This book was released on 1999-08-02 with total page 1698 pages. Available in PDF, EPUB and Kindle. Book excerpt: This encyclopaedia provides specific information and guidance for everyone who is searching for greater understanding and inspiration. Subjects include theories of creativity, techniques for enhancing creativity, individuals who have made contributions to creativity.

Download or read book Index Medicus written by and published by . This book was released on 2002 with total page 1948 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Relationship Between Cognitive Styles and Cognitive Developmental Styles written by Elizabeth Shepard and published by . This book was released on 1985 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This investigation is aimed at assessing any possible interaction between three cognitive styles; impulsivity/ reflectivity, field independence/field dependence, and in ternal/external locus of control, and Jean Piaget's cognitive status. Cognitive styles refer to the consistent way in which people organize and process all experiences and information, and which determine their modes of problem-solving, thinking, remembering, and perceiving the world around them. Locus of control is therefore, defined as the degree to which individuals perceive rewards and punishments as stemming from their own actions or whether conseauences are controlled by external forcers or significant others. According to Lefcort (1976), who organized the results of scores of investigations, internals achieve more in school, resist the influence of others, and are more able to defer gratification than their external counterparts, and Roberts (1971) found positive correlations between reading achieve- ment and mathematic achievement in those individuals who are internally controlled, Impulsivity/reflectivity refers to the manner in which individuals respond to alternative hynotheses. Impulsive in-dividuals tend to offer the first answer that comes to them, while reflective individuals tend to ponder the various al ternatives before choosing an answer. Kagan, 1965b, Kagan, Pearson, and Welch, 1966a, found reflective children to score better on tasks involving visual discrimination, serial recall, inductive reasoning, and reading in the primary grades, than impulsive children, Tyler (1978) reports that reflective children do better on tests of intelligence and school work, than do impulsives (based on a study by Meichenbaum and Goodman, 1969). Attempts to modify conceptual tempo have been met with some success. These strategies include forced delays, reinforcing longer latencies, modeling and teaching reflective scanning strategies. Field independence/field dependence refers to the extent that individuals are able to differentiate figures as discrete from their backgrounds and differentiate objects from embedded figures. Field independent people also perceive an upright position with reference to axis in the prevailing visual field. Field dependent persons, on the other hand, experience and perceive cognitive situations in a global and undifferentiated fashion. Of considerable interest is the characteristics of those who are field independent and field dependent. Field independent individuals, according to Tyler (1974), tend to be more aware of inner experiences, more active in dealing with their environments, and are more in control of their own impulses, and are not as "people" oriented in their career choices, etc. Field dependent persons, on the other hand, tend to accept their environment rather passively, lack a clear self-identity, and tend to go along with what others think and do. According to Goodman (1976), field independent persons also analyze and search for revelant cues, while field dependent persons adopt a "spectator" role, looking passively at the stimuli presented. Piaget's developmental theory deals with every aspect of an individual's perception of the world, but the aspect of his theory, which is dealt with in this study, is his description of the cognitive development of individuals. Cognition refers to all mental activity, perception, memory and thought, through which knowledge of one's world is attained. During the state of concrete operations, the child ac-quires the ability to conceive, classify, seriate and to deal with numbers. The concrete child is able to identify revelant variables, contradictions, but cannot think theoretically about that which cannot be directly observed. Likewise, the formal operational child is able to formulate theoretical laws, and they possess adult-like reasoning skills. The majority of literature relating cognitive styles and cognitive developmental status has made comparisons at the formal operational level, and were very contradictory in their findings. What was found, was significant differences in problem-solving tasks, permutation tasks, and cognitive tasks in favor of those individuals who are field independent and reflective. Piaget's theory has helped teachers more fully understand the individual differences in the attainment of concepts of their students. The subjects of the present study were children whose mental ages ranged from 7.0 to 12.11. They were given the Children's Embedded Figures Test (or a measure of field in- dependence/field dependence, the Matching Familiar Figures Test for impulsivity versus reflectivity, the Nowichi-Strickland Scale of Internal versus External Control), and various Piagetian cognitive tasks for a measure of cognitive status. Statistical analysis of the data resulted in support of the null-hypothesis; the lack of positive significant corre-lations between [scores] on the Matching Familiar Figures Test (impulsivity versus reflectivity), and the Nowichi-Strickland Scale of Internal versus External Control, and cognitive developmental status, but supported, the hypothesis for the children's scores on the Embedded Figures Test as compared to scores of the cognitive developmental tasks. That meant, that children who obtained high scores on the Piagetian tasks, proved to be more field independent than those obtaining lesser scores. More research is needed in the area of cognitive style versus cognitive status to enable parents and educators to more fully understand the individual learning process and to enhance the attainment of skills"--Document.

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1987 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book IJER Vol 16 N2 written by International Journal of Educational Reform and published by Rowman & Littlefield. This book was released on 2007-10-17 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

Download or read book Applied Social Psychology written by Gün R Semin and published by SAGE. This book was released on 1996-05-28 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive and accessible textbook overviews the applications of social psychology to a wide range of problems and issues in contemporary society. With internationally respected contributors who survey the major developments in their fields, this practical guide incorporates advice, examples and reading lists. The first part of the book outlines a number of general frameworks that inform the applications of social psychology, namely language, attitudes, decision-making and survey research; Part Two focuses on major behavioural domains, including health and economic behaviour; Part Three explains the relationship between social psychology and social institutions, highlighting, for instance, the media, law and politic