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Dissertations / Theses on the topic 'Writing Field dependence (Psychology) Cognitive styles'
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1
Tappmeyer, Mark Edward Fortune Ron. "The influence of field dependence-independence on writers' goal-setting strategies." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713230.
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Thesis (D.A.)--Illinois State University, 1987.Title from title page screen, viewed August 8, 2005. Dissertation Committee: Ronald J. Fortune (chair), John L. Brickell, Elizabeth S. McMahan, Maurice A. Scharton, Janet M. Youga. Includes bibliographical references (leaves 214-221) and abstract. Also available in print.
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Rush, G. Michael. "Effect of restructuring training and field-dependence-independence." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37395.
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Miller, Angela L. "Creativity and cognitive style : the relationship between field-dependence-independence, expected evaluation, and creative performance." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1347732.
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This study explored the effects of cognitive style and expected evaluation on creativity. Past research has shown that an expectation of evaluation can have a negative impact on creativity, and those individuals classified as field-independent rather than field-dependent are more likely to have higher creativity scores. An interaction between expected evaluation and cognitive style was hypothesized. Participants created a collage to measure creativity, either with or without an expectation of evaluation, and then cognitive style was measured. The hypothesis was partially supported. The more field-independent an individual, the higher the creativity score. Those in the evaluation condition scored higher in creativity than those in the non-evaluation condition, but this effect disappeared when controlling for time and previous art experience. The effect of expected evaluation is discussed in terms of the experimental situation and the conceptualization of motivation. Further investigations of cognitive style and motivational conditions are suggested.Department of Educational Psychology
4
Tanner-Jones, Lou Ann. "Teacher preference for consultation model : a study of presenting problems and cognitive style /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcitt?p9737873.
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Thesis (Ph. D.)--University of Missouri-Columbia, 1996.Unnumbered leaves at back are permission forms for use of information from Consulting Psychologists Press, Inc. Typescript. Vita. Includes bibliographical references (leaves 117-132). Also available on the Internet.
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Couch, Richard A. "The effects of imagery rehearsal strategy and cognitive style on the learning of different levels of instructional objectives." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115023/.
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Blevins, Thomas E. "The effects of cognitive style and a supplantation technique on a picture detail recognition task taught by television." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/49989.
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The purpose of this study was to determine the effects of a supplantation technique (zoom) on field dependent and field independent learners in the teaching of a picture detail recognition task through television.
Specific research questions included: will field dependent or independent cognitive style affect the student's ability to recognize picture details presented in a television format; will the zoom television technique affect the learning of a picture detail recognition task for students classified as field dependent or field independent; is there an interaction effect between cognitive style and television presentation mode; will recall increase across four learning trials, can the zoom technique be modeled successfully in other picture detail recognition tasks by field independent and field dependent subjects; and is there an interaction effect between the learning trials and the television presentation mode?
Students were shown two videotape treatments: one under the zoom condition which acted as a supplantation device and one under a no-zoom treatment which withheld supplantation. A posttest only 2x2x4 repeated measures design was utilized. The independent variables were cognitive style, treatment condition, and learning trials. The dependent measures were four posttests measuring picture detail recognition.
Results indicate that the zoom treatment did not produce significantly higher picture detail recognition scores for either field independent or field dependent learners. Cognitive style had no significant effect on students' picture detail recognition ability in a learning task presented by television. Also, there was no significant interaction between the treatment and cognitive style. There was a significant difference in mean student performance across the four picture detail recognition tasks, as well as a significant interaction between the treatment condition and the learning trials.Ed. D.
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Johanek, Cynthia L. "Cross-cultural learning styles studies and composition : re- examining definitions, generalizations, and applications of past field dependence-independence research." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864905.
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In recent years, the media have publicized the social problem of physical child abuse. This study examined three artifacts of physical abuse: the children's book Robin's Story, the popular song "Luka," and the television documentary Scared Silent: Exposing and Ending Child Abuse. Chapter One described each artifact and provided a literature review which detailed the writings about physical child abuse and artifacts discussing this topic. The chapter then posed research questions about how the artifacts viewed abused children and their abusers, the causes of abuse, and the solutions proposed for ending physical abuse.Chapter One finally discussed the narrative framework of rhetorical analysis used to examine the three artifacts. The narrative method used in this analysis employed three steps: 1) An examination of narrative structure, which discussed the plot of the story, the crucial points of the story and the events which supplemented those points, and the steps of breach, crisis, redress, and reintegration in the narrative; 2) An examination of narrative rationality, which talked about the completeness and true to life quality of the story and evaluated the reasons the rhetors gave for following the course of action endorsed by the story; and 3) An examination of narrative standards, including truth standard or how the narrative compares with what the audience believes is true; aesthetic standard or the grammar, setting, and characterization within the story, and ethical standard or the values expressed within the narrative. Chapter Two applied this framework to the children's book Robin's Story. Chapter Three viewed the popular song "Luka" through the narrative framework. Chapter Four discussed the documentary Scared Silent in terms of narrative analysis.Chapter Five then discussed the conclusions of the analysis for each artifact, artifacts discussing physical abuse, and for rhetoric. Some of the conclusions reached were that artifacts discussing physical child abuse should attempt to make their stories universal, that such artifacts need to distinguish between abuse and physical punishment, and that artifacts dealing with this problem must provide concrete courses of action to end physical abuse. This analysis concluded that, while narrative analysis provided the answers to the research questions, this framework needs to be made into a concrete method of rhetorical analysis to ensure that narratives are effectively evaluated. Narrative analysis was positive in this analysis, however, in that it supported the definitions of rhetoric as value, epistemology, motive, drama, meaning, and argument. This analysis found that, to end the problem of physical child abuse, rhetors must work with experts in this field and tailor artifacts from different perspectives to various audiences using different forms of media.Department of English
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Rife, Nora Anne. "The relationship between psychological differentiation in field dependence-independence, cognitive flexibility-constriction, and performance anxiety in professional musicians /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11975969.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.Includes tables. Typescript; issued also on microfilm. Sponsor: Leah Blumberg Lapidus. Dissertation Committee: Harold F. Abeles. Includes bibliographical references (leaves 98-113).
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Flores-Rosales, Oscar. "An Empirical Investigation of Detail Design Tools and Cognitive Style of Software Developers." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279139/.
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The purpose of this study is to identify what detail design tools are more productive for the different types of professional software developers. By establishing a match between the detail design tool and the cognitive style of the professional programmer, the end product (Information Systems) should be of a higher quality. Two laboratory experiments were conducted. The first experiment was with professional Software Developers; the second one was with students. The dependant variables considered in this study were the number of semantic errors and the time required to complete a design task for conditional logic. The independent variables were the cognitive style of the subject, the complexity of the task, and the detail design tools. Decision trees, flowcharts and pseudocode were used as detailed design tools. Field dependence was the only dimension of cognitive style that was tested.
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Hollister, Debra Lee. "Is there a difference in learning styles of honors versus non-honors students as assessed by the GEFT?" Doctoral diss., University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/23649.
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University of Central Florida College of Education ThesisThe goal of this research was ti find if there was a discernable difference in the preferred learning style of an honors student versus a non-honors student based on the Group Embedded Figures Test. Although many instructors use the lecture method to teach, it many not be the most productive tool for students to learn. The information from this study could be of help when an instructor is preparing to instruct a group of students in an honors, AP (advanced placement) or gifted class as to determine what activites would provide the best retention of material. The results of this study were analyzed to examine the variables of being an honors or non-honors student, gender, age, ethnicity, degree being persued and being a full time or part time student. According to the Chi2 analysis, it was found that there is no one lerning style that is preferred by students who take honors classes versus other students. It was also discovered that gender, age, ethnicity, degree being pursued and being either a full time or part time student did not impact preferred learning style for the students on the East Campus of Valencia Community College. Suggested use for this study would be to inform instructors and faculty that there is no one learning style preferred by the honors student. This information can not be reiterated enough to ensure that students are given many different types of opportunities to successfully accomplish their academic goals.
Ed.D.;
Doctorate;
Instructional Programs
Education;
Educational Foundations
98 p.
ix, 98 leaves, bound : ill. ; 28 cm.
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Jun, Ye-Hwa. "A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331292/.
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The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning center than 4-year-old boys who were field-dependent. There were significant differences between age-groups but not significant differences between sex-groups in field-independence/field-dependence. Some social behaviors were significantly different between age-groups and sex-groups. Three-year-old children participated significantly more in physically aggressive behavior and less in conversations with peers than 4-year-old children. Boys engaged significantly more in aggressive behavior than girls.
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Hunter, John Mark. "The effects of teaching strategy and cognitive style on student interpretations of editorial cartoons." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39957.
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Many people assume that editorial cartoons are easily understood by the bulk of the population. For this reason, editorial cartoons are often used as teaching materials in the classroom. Recent research, however, raises doubts as to the effectiveness of this practice. Investigations by Bedient (1971) and DeSousa & Medhurst (1982) determined that the majority of students (grade 5 through college) could not interpret editorial cartoons. These investigators went on to suggest that a logical next step would be to determine if editorial cartoon literacy can be taught.
The cognitive style of the participants was examined to determine if the different teaching strategies were differentially effective vis-a-vis field dependence and field independence.
Two presentations (treatments) were designed to model methods of reading editorial cartoons. The Whole Cartoon Analysis presented 25 editorial cartoons along with a 100-200 word interpretation of each cartoon. The Parse Analysis Treatment was accomplished in three steps rather than the one for the Whole method. In step one, the whole cartoon is presented with a short gloss of the meaning. In step two all of the cartoon is visually suppressed except for one visual meaning element. This element of the cartoon is discussed and then the next element of the cartoon is added, and so on until the entire cartoon is back on the screen at which point the overall meaning is discussed.
The dependent variable of the investigation was the two-part Editorial Cartoon Interpretation Task. Part A asked each participant to enumerate the symbols in the cartoon and define them as to meaning. Part B asked the participant to write a short thematic interpretation of the cartoon. A two-way Analysis of Variance on the data revealed no significant differences in either the main effects or the interaction.Ed. D.
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Wang, Aifang. "The effects of varied instructional aids and field dependence-independence on learners' structural knowledge in a hypermedia environment." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1191519256.
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"Cognitive styles of field dependence/independence and weak central coherence theory of autism." 2000. http://library.cuhk.edu.hk/record=b5890253.
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by Leung Hiu-shan.Thesis submitted in: June 1999.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2000.
Includes bibliographical references (leaves 55-58).
Abstracts in English and Chinese.
ABSTRACT --- p.ii
ACKNOWLEDGEMENTS --- p.iv
TABLE OF CONTENTS --- p.v
LIST OF TABLES --- p.vi
LIST OF FIGURES --- p.vii
LIST OF APPENDICES --- p.viii
INTRODUCTION --- p.1
Weak Central Coherence of Autism --- p.1
Cognitive Style of Field Dependence/Independence --- p.4
Visual Illusions --- p.5
Summary of Previous research & Objectives and Hypotheses of Present Study --- p.8
METHOD --- p.12
Participants --- p.12
Stimuli --- p.13
Procedure --- p.19
RESULTS --- p.24
EFT --- p.24
RFT --- p.26
Correlation between EFT and RFT --- p.26
Visual illusions --- p.30
"Relationship between EFT, RFT and Visual Illusions" --- p.34
Percentage of Subjects Succumbed/Not succumbed to Geometric Illusions --- p.44
DISCUSSION --- p.44
REFERENCES --- p.55
APPENDICES --- p.59
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Carr, Maureen Sherry. "A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachers." Thesis, 1990. http://hdl.handle.net/1957/37924.
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Research studies indicated that differences in cognitive
processing style influence individual behavior on various types of
tasks. This study investigated the effect of the cognitive style
dimension, field independence-dependence, on the metacognitive
functioning of individuals involved in three problem tasks which
varied in inherent structure.
Twenty-six subjects were randomly selected from a pool of one
hundred and two pre-service teachers who completed the Group Embedded
Figures Test to determine levels of field independence-dependence.
Subjects were asked to verbalize their thinking while solving three
types of problems. The think aloud protocols were analyzed using a
coded analysis technique.
The Checklist of Metacognitive Behavior (CMB) was the classification
system developed to perform the coded analysis. The CMB
contained four major categories: planning, monitoring, evaluation
and affect. Criterion behaviors in each category were identified
in the protocols from surface language structure. Behaviors identified
in the protocol analysis were assigned points. Analysis of
variance was used to compare mean scores from the CMB for total and
category scores on each problem.
Significant differences were found between field independents
and field dependents for total and category scores on problem one,
the puzzle-type problem. No differences were found between the
groups on the semi-structured and ill-structured problems.
Field independents exhibited a greater number and variety of
monitoring and evaluation behaviors on the structured problem.
Cognitive style preference had no significant impact on the type and
number of metacognitive behaviors observed on the semi-structured
and ill-structured problems.Graduation date: 1990
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Pelto, Joan McAlmond. "Field sensitivity of Native American students at Oregon State University, as determined by the group embedded figures test." Thesis, 1991. http://hdl.handle.net/1957/37426.
Full textAbstract:
Historically, Native American students have not
achieved academic success; ethnic and racial stereotypes
are common explanations for the problem. Many perceive
the Native American student to be lacking either
academic preparation or socio-cultural support for
success.
A review of the literature showed emerging research
which indicates that significant differences can be shown
between the learning styles of Native American students
and their non-Native counterparts. It has been claimed
that these differences may account for some of the
differences in academic achievement.
The purpose of this study was an attempt to document
more thoroughly the differences between the learning
styles of Native American and non-Native university
students, employing the Group Embedded Figures Test
(GEFT). The GEFT measures degree of field sensitivity, a
measure of the degree to which an individual is affected
by the surrounding environment or situation within which
learning is to take place. It has been postulated that
Native American children tend to be reared in a culture
which promotes field dependent learning styles.
Conversely, children reared in families promoting strong
individual identity tend to be more field independent.
The results of administering the GEFT to a group of
Native American university students and to a comparison
group of non-Native students supported the theory. A
numerical difference of 2.1, on a scale of 1 to 18, was
found between the mean scores of the two study groups
with the Native American students scoring in the more
field dependent domain. The mean score for the Native
American student study group was 9.7, while that for the
comparison group was 11.8.
In addition to ethnic differences, the data from
this study showed differences from previously established
norms both by age and gender.
Based on the results of this study, educators may be
urged to consider the style in which a student learns
before categorizing him or her as academically deficient.
Further study of learning styles of Native American
students and concommitantly of teaching styles which are
best suited to Native American students is recommended.Graduation date: 1991