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Individual Differences in Cognitive Style and The Guidance Variable in Instruction.

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Bibliographic Details
Title: Individual Differences in Cognitive Style and The Guidance Variable in Instruction.
Authors: Thornell, John G.
Peer Reviewed: N
Page Count: 16
Publication Date: 1975
Document Type: Reports - Research
Descriptors: Cognitive Processes, Elementary School Students, Guidance Programs, Individual Differences, Learning Processes, Program Effectiveness, Research Projects, Retention (Psychology)
Assessment and Survey Identifiers: Childrens Embedded Figures Test
Abstract: This study examined possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of guidance provided the learner. Sixty Anglo subjects (eight and nine years old), identified as a relatively homogeneous group working at approximately the fourth grade level of ability, were randomly assigned to one of two treatment groups and taught selected concepts of mathematical symmetry for three consecutive days. Instruction was provided by self-paced booklets having either intermediate or maximal guidance. A posttest developed by the investigator was administered on the fourth day to assess initial learning and, again, for retention six weeks later. Results did not indicate significant interaction between the analytic/global dimension of cognitive style and instructional modes varying in the level of guidance. (Author/HMV)
Entry Date: 1975
Accession Number: ED106705
Database: ERIC
Description
Abstract:This study examined possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of guidance provided the learner. Sixty Anglo subjects (eight and nine years old), identified as a relatively homogeneous group working at approximately the fourth grade level of ability, were randomly assigned to one of two treatment groups and taught selected concepts of mathematical symmetry for three consecutive days. Instruction was provided by self-paced booklets having either intermediate or maximal guidance. A posttest developed by the investigator was administered on the fourth day to assess initial learning and, again, for retention six weeks later. Results did not indicate significant interaction between the analytic/global dimension of cognitive style and instructional modes varying in the level of guidance. (Author/HMV)