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Evolution of Cognitive Styles for Preprofessional Educators.

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Bibliographic Details
Title: Evolution of Cognitive Styles for Preprofessional Educators.
Language: English
Authors: Simpson, F. Morgan
Peer Reviewed: N
Page Count: 25
Publication Date: 1995
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Cognitive Style, Education Majors, Elementary Secondary Education, Field Dependence Independence, Higher Education, Learning Strategies, Preservice Teacher Education, Sex Differences, Student Characteristics, Thinking Skills
Assessment and Survey Identifiers: Group Embedded Figures Test
Abstract: The cognitive styles of Education majors at a southern university were examined over a five-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. Two hundred twelve 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 the students became more field-independent (mean increase of 1.5). Males tended to be more FI than females, but females performed better academically across the six courses. Further significant correlations exist between the students grades in the six courses, and the students with the higher course grades had higher embedded figures scores (indicating they were more field-independent). Significant F values were found in four courses. A similar pattern, though not significant, was found in the other two courses. Students with higher course grades generally had higher mean embedded figures scores in six selected courses. (Contains 24 references.) (Author)
Entry Date: 1996
Accession Number: ED392788
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED392788
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  Data: Evolution of Cognitive Styles for Preprofessional Educators.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Simpson%2C+F%2E+Morgan%22">Simpson, F. Morgan</searchLink>
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  Data: N
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  Data: 25
– Name: DatePubCY
  Label: Publication Date
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  Data: 1995
– Name: TypeDocument
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Majors%22">Education Majors</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Dependence+Independence%22">Field Dependence Independence</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Differences%22">Sex Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink>
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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 five-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. Two hundred twelve 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 the students became more field-independent (mean increase of 1.5). Males tended to be more FI than females, but females performed better academically across the six courses. Further significant correlations exist between the students grades in the six courses, and the students with the higher course grades had higher embedded figures scores (indicating they were more field-independent). Significant F values were found in four courses. A similar pattern, though not significant, was found in the other two courses. Students with higher course grades generally had higher mean embedded figures scores in six selected courses. (Contains 24 references.) (Author)
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  Data: 1996
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  Data: ED392788
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Education Majors
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Field Dependence Independence
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Sex Differences
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      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Group Embedded Figures Test
        Type: general
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      – TitleFull: Evolution of Cognitive Styles for Preprofessional Educators.
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          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 1995
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