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Changing the Cognitive Style of Preprofessional Students.

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Bibliographic Details
Title: Changing the Cognitive Style of Preprofessional Students.
Language: English
Authors: Simpson, F. Morgan
Peer Reviewed: N
Page Count: 26
Publication Date: 1994
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Academic Achievement, Cognitive Style, Cognitive Tests, Education Majors, Field Dependence Independence, Grades (Scholastic), Higher Education, Learning Strategies, Preservice Teacher Education, Sex Differences
Assessment and Survey Identifiers: Group Embedded Figures Test
Abstract: The cognitive styles of Education majors at a southern university were examined over a 5-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. One hundred ninety-six students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that students became more field-independent with time. Males tended to be more field independent than females, but females performed better academically across the six courses. Students with higher course grades generally had higher embedded figures scores in all six courses. (Contains 23 references.) (Author/PB)
Entry Date: 1995
Accession Number: ED382612
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED382612
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  Data: Changing the Cognitive Style of Preprofessional Students.
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  Data: 26
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  Data: 1994
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Label: Abstract
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  Data: The cognitive styles of Education majors at a southern university were examined over a 5-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. One hundred ninety-six students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that students became more field-independent with time. Males tended to be more field independent than females, but females performed better academically across the six courses. Students with higher course grades generally had higher embedded figures scores in all six courses. (Contains 23 references.) (Author/PB)
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  Data: 1995
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  Data: ED382612
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      – Text: English
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      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Cognitive Tests
        Type: general
      – SubjectFull: Education Majors
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      – SubjectFull: Field Dependence Independence
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Higher Education
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Sex Differences
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      – SubjectFull: Group Embedded Figures Test
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      – TitleFull: Changing the Cognitive Style of Preprofessional Students.
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              Type: published
              Y: 1994
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