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The Effect of Personal and Impersonal Rewards on the Learning Performance of Field Independent-Dependent Mexican-American Children.

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Title: The Effect of Personal and Impersonal Rewards on the Learning Performance of Field Independent-Dependent Mexican-American Children.
Authors: Ortiz, Flora Ida, Morelan, Steve J.
Peer Reviewed: N
Page Count: 17
Publication Date: 1974
Document Type: Speeches/Meeting Papers
Descriptors: Associative Learning, Bilingual Education, Cognitive Processes, Educational Research, Elementary School Students, Environmental Standards, Individual Characteristics, Learning Motivation, Mexican Americans, Perceptual Development, Physical Environment, Responses, Rewards, Rote Learning
Geographic Terms: California
Assessment and Survey Identifiers: Rod and Frame Test
Abstract: The effect of cognitive style and learning conditions on the rote verbal learning performance of Mexican American subjects classified as field independent or field dependent was investigated. Field dependent referred to a strong perceptual influence caused by the context or background while field independent referred to an ability to overcome the influence of a surrounding perceptual field. The sample consisted of 44 Mexican American children, 9 1/2 to 12 years, enrolled in a Southern California public school. The Portable Rod and Frame Test classified subjects as field independent or dependent. The learning component consisted of 3 stages: (1) the response learning stage, which reflected when the subject recalled the response as a unit, (2) the associative one stage, which reflected the first correct association between stimulus and response, and (3) the associative two stage, which indicated actual mastery of the correct association. The subjects were tested in a distraction free room within the school by Mexican American experimenters. One half of the subjects from each group were randomly assigned to one of 2 learning conditions: personalized and impersonalized rewards. Results demonstrated that Mexican American children, regardless of cognitive style, required fewer trials when personal rewards were employed. The present study failed to reflect field independence/dependence as a major dimension of individual differences. (NQ)
Entry Date: 1974
Accession Number: ED091094
Database: ERIC
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  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED091094
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PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effect of Personal and Impersonal Rewards on the Learning Performance of Field Independent-Dependent Mexican-American Children.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Ortiz%2C+Flora+Ida%22">Ortiz, Flora Ida</searchLink><br /><searchLink fieldCode="AR" term="%22Morelan%2C+Steve+J%2E%22">Morelan, Steve J.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1974
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Associative+Learning%22">Associative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Standards%22">Environmental Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Characteristics%22">Individual Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Mexican+Americans%22">Mexican Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Perceptual+Development%22">Perceptual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Responses%22">Responses</searchLink><br /><searchLink fieldCode="DE" term="%22Rewards%22">Rewards</searchLink><br /><searchLink fieldCode="DE" term="%22Rote+Learning%22">Rote Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Rod+and+Frame+Test%22">Rod and Frame Test</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The effect of cognitive style and learning conditions on the rote verbal learning performance of Mexican American subjects classified as field independent or field dependent was investigated. Field dependent referred to a strong perceptual influence caused by the context or background while field independent referred to an ability to overcome the influence of a surrounding perceptual field. The sample consisted of 44 Mexican American children, 9 1/2 to 12 years, enrolled in a Southern California public school. The Portable Rod and Frame Test classified subjects as field independent or dependent. The learning component consisted of 3 stages: (1) the response learning stage, which reflected when the subject recalled the response as a unit, (2) the associative one stage, which reflected the first correct association between stimulus and response, and (3) the associative two stage, which indicated actual mastery of the correct association. The subjects were tested in a distraction free room within the school by Mexican American experimenters. One half of the subjects from each group were randomly assigned to one of 2 learning conditions: personalized and impersonalized rewards. Results demonstrated that Mexican American children, regardless of cognitive style, required fewer trials when personal rewards were employed. The present study failed to reflect field independence/dependence as a major dimension of individual differences. (NQ)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1974
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED091094
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RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Associative Learning
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Environmental Standards
        Type: general
      – SubjectFull: Individual Characteristics
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Mexican Americans
        Type: general
      – SubjectFull: Perceptual Development
        Type: general
      – SubjectFull: Physical Environment
        Type: general
      – SubjectFull: Responses
        Type: general
      – SubjectFull: Rewards
        Type: general
      – SubjectFull: Rote Learning
        Type: general
      – SubjectFull: California
        Type: general
      – SubjectFull: Rod and Frame Test
        Type: general
    Titles:
      – TitleFull: The Effect of Personal and Impersonal Rewards on the Learning Performance of Field Independent-Dependent Mexican-American Children.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ortiz, Flora Ida
      – PersonEntity:
          Name:
            NameFull: Morelan, Steve J.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 09
              M: 04
              Type: published
              Y: 1974
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