View in EDS

Influence of Cognitive Style and Training on Tasks Requiring the Separation of Variables Schema.

Saved in:
Bibliographic Details
Title: Influence of Cognitive Style and Training on Tasks Requiring the Separation of Variables Schema.
Language: English
Authors: Linn, Marcia C.
Peer Reviewed: N
Page Count: 17
Publication Date: 1978
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: Abstract Reasoning, Cognitive Processes, Cognitive Style, Foreign Countries, Individual Differences, Logical Thinking, Performance Factors, Problem Solving, Research Reports, Secondary Education, Task Analysis, Training
Geographic Terms: United Kingdom (England)
Assessment and Survey Identifiers: Rod and Frame Test
Abstract: It has been suggested that cognitive style interacts with performance on tasks measuring formal thought. It is hypothesized that cognitive style interacts with task context rather than with the underlying formal thought processes. Experiments are reported to clarify the type of task that elicits an interaction and to determine whether such interactions can be altered by instruction in formal thought processes. About 250 students age 12 to 16 participated in one of three experiments. Two tasks involving the separation of variables schema but contrasting contexts were administered to all subjects. In one context, only information necessary for applying the separation of variables schema was presented. In another context, the relevant information was embedded in irrelevant additional information. Cognitive style was measured in two experiments. In one experiment, subjects taught the separation of variables schema were compared to uninstructed subjects. Results supported the hypothesis of the study: task context interacted with cognitive style and training or separation of variables did not appreciably affect performance on irrelevant context tasks. (Author/RD)
Entry Date: 1979
Accession Number: ED167635
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED167635
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED167635
AccessLevel: 3
PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Influence of Cognitive Style and Training on Tasks Requiring the Separation of Variables Schema.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Linn%2C+Marcia+C%2E%22">Linn, Marcia C.</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: 1978
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Reports%22">Research Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Rod+and+Frame+Test%22">Rod and Frame Test</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: It has been suggested that cognitive style interacts with performance on tasks measuring formal thought. It is hypothesized that cognitive style interacts with task context rather than with the underlying formal thought processes. Experiments are reported to clarify the type of task that elicits an interaction and to determine whether such interactions can be altered by instruction in formal thought processes. About 250 students age 12 to 16 participated in one of three experiments. Two tasks involving the separation of variables schema but contrasting contexts were administered to all subjects. In one context, only information necessary for applying the separation of variables schema was presented. In another context, the relevant information was embedded in irrelevant additional information. Cognitive style was measured in two experiments. In one experiment, subjects taught the separation of variables schema were compared to uninstructed subjects. Results supported the hypothesis of the study: task context interacted with cognitive style and training or separation of variables did not appreciably affect performance on irrelevant context tasks. (Author/RD)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1979
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED167635
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED167635
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Individual Differences
        Type: general
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Research Reports
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Task Analysis
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
      – SubjectFull: Rod and Frame Test
        Type: general
    Titles:
      – TitleFull: Influence of Cognitive Style and Training on Tasks Requiring the Separation of Variables Schema.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Linn, Marcia C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 1978
ResultId 1