共查询到20条相似文献，搜索用时 15 毫秒
1.
Karen L. Anderson M. Beth Casey William L. Thompson Marie S. Burrage Elizabeth Pezaris Stephen M. Kosslyn 《Mind, Brain, and Education》2008,2(4):188-197
ABSTRACT— This study investigated the relationship between 3 ability‐based cognitive styles (verbal deductive, spatial imagery, and object imagery) and performance on geometry problems that provided different types of clues. The purpose was to determine whether students with a specific cognitive style outperformed other students, when the geometry problems provided clues compatible with their cognitive style. Students were identified as having a particular cognitive style when they scored equal to or above the median on the measure assessing this ability. A geometry test was developed in which each problem could be solved on the basis of verbal reasoning clues (matching verbal deductive cognitive style), mental rotation clues (matching spatial imagery cognitive style), or shape memory clues (matching object imagery cognitive style). Straightforward cognitive style–clue‐compatibility relationships were not supported. Instead, for the geometry problems with either mental rotation or shape memory clues, students with a combination of both verbal and spatial cognitive styles tended to do the best. For the problems with verbal reasoning clues, students with either a verbal or a spatial cognitive style did well, with each cognitive style contributing separately to success. Thus, both spatial imagery and verbal deductive cognitive styles were important for solving geometry problems, whereas object imagery was not. For girls, a spatial imagery cognitive style was advantageous for geometry problem solving, regardless of type of clues provided. 相似文献
2.
This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on
achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry
learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were
tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks.
All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after
a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’
learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement
in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed
in terms of the nature of the measurement tasks administered to the students. 相似文献
3.
邱永忠 《河北北方学院学报(社会科学版)》2011,27(4):96-99,103
认知风格对英语学习策略系统的运行起着重要的作用,二者还共同影响最终的学习成效。但受外部考试压力等的影响,不同认知风格的学习者在学习策略的使用上出现趋同现象。指导学习者顺应个体认知风格、发展多维的认知模式、并进行SBI学习策略训练有助于学习者优化大学英语拓展学习的参与方式;有效的学习策略有助于改善学习效果。 相似文献
4.
Males are often found to outperform females in tests of mathematics achievement and it has been proposed that this may in part be explained by differences in cognitive style. This study investigated the relation between Wholistic-Analytic and Verbal-Imagery cognitive style, gender and mathematics achievement in a sample of 190 Australian primary school students aged between 8–11?years (M?=?9.77, SD?=?1.05). It was hypothesised that males would outperform females in mathematics achievement tests, and that gender would interact with cognitive style on mathematics performance. A significant gender/cognitive style interaction was found. Boys with an Analytic/Imagery style achieved significantly higher results than the girls with an Analytic/Imagery style, supporting the contention that certain cognitive styles affect boys and girls mathematics performance differently. Implications of results and strategies for improving mathematics achievement among girls are discussed. 相似文献
5.
WAGEEH W. BOLES HITENDRA PILLAY LEONARD RAJ 《European Journal of Engineering Education》1999,24(4):371-383
An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles. 相似文献
6.
Gender differences and styles in the use of digital games 总被引：1，自引：0，他引：1
Philip Bonanno 《教育心理学》2005,25(1):13-41
This paper reports work in progress investigating gender differences and styles in the use of digital games amongst advanced level biology students. It is an elaboration on previous work exploring the relationship between cognitive style and academic performance in Maltese students taking biology at advanced level. In this previous work the cognitive style of 581 (212 male and 369 female) advanced biology students was correlated with their academic performance in five different subjects. Pearson's correlation showed that the wholist–analytic dimension, the verbal–imagery dimension, and gender were not correlated. Regression analysis showed that none of the style dimension combinations had a significant effect on performance in any of the subjects. However, gender proved to be a stronger determinant of performance. These results were interpreted from a cognitive neuroscience perspective. Numerous studies have consistently found gender differences in language and visuospatial skills. Female superiority is seen on tests of both receptive and productive language, and on more complex tasks such as making analogies and creative writing. Males have an advantage in visuospatial reasoning, being more adept at performing disembedding and internal spatial transformations. In view of these results and the constantly reported gender difference in the use of digital games, this paper describes the initial stage of an investigation about gender‐determined propensities to digital media. Different studies claim that males dedicate more time than female students to playing digital games. A marked emphasis on the use of particular game genres by the different sexes is also reported. This reported phenomenon is investigated within the context of Maltese students taking advanced biology. Through a questionnaire, data were collected about the time students spend playing digital games, their preferred platform, and their preferred games. Data were analysed to establish gender differences in the time spent on playing digital games, the preferred platform, the most popular digital games amongst males and female students, and the preferred game genre. The results are interpreted from neurocognitve and psychosocial perspectives. Suggestions are made for possible integration of digital games in learning. 相似文献
7.
Changes in conceptualization and measurement of the verbalizer–visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or text+schematic diagram format, demonstrated recall and comprehension of each theory, and completed an adapted cognitive styles questionnaire. Spatial and object visual scale scores were not correlated, but the latter showed a significant though relatively weak negative correlation with verbal scale scores. Recall could be predicted from students' verbal and object visual scores when presentation format matched these cognitive styles. All three styles significantly predicted students' comprehension, but only when they matched the presentation format. The results support the distinction between spatial and object visual styles, and provide evidence that learning outcomes improve when instructional material is matched to students' cognitive styles. 相似文献
8.
This paper explores the neglected area of categories of individual difference in human cerebral function. During thinking and decision making, it is hypothesised that different people process the same information in different ways, using different areas of the brain. Recent work suggests that individuals can be categorised into a small number of consistent groups of thinking, or cognitive, style. The different ways of processing reflect two basic dimensions of cognitive style. A simple computer‐presented method of determining cognitive style has been developed.
It is probable that these styles have an underlying cerebral basis. The styles are likely to be related to cerebral orientation. The specialisation of one cerebral hemisphere for verbal function and the other for visuo‐spatial has been long established. Hemispheric specialisation has been associated with the right hemisphere being the location of the visuo‐spatial and the left the verbal function, although evidence for this has been sometimes conflicting. This is not surprising when attention has not been paid to individual differences in cognitive style, as subjects of different styles will use different processes when doing the same cognitive task. Individual differences in orientation have not been clearly linked to differences in cognitive style.
It is proposed that studies could usefully explore the cerebral basis of individual differences in cognitive style, by measuring EEG asymmetries of individuals of specific cognitive styles, during the performance of a range of cognitive tasks. It is proposed that this would identify the location of certain brain functions associated with the different processing underlying the styles. A subsidiary intention is to assess the effectiveness of digital EEG monitoring as a research tool in this context. 相似文献
9.
Approaches to Learning,Cognitive Style,and Motives as Predictors of Academic Achievement 总被引：1，自引：2，他引：1
The purpose of the present study was to analyse the relationship between approaches to learning (deep, strategic, and surface), cognitive style, motives, and academic achievement. A sample of 192 undergraduate psychology students with a mean age of 21.7 years participated. Motives and styles were related to the three approaches to learning in theoretically meaningful ways. Moreover, approaches to learning were found to predict academic achievement, while styles and motives only had indirect effects on achievement. Among the approaches to learning, the deep approach unexpectedly did not predict achievement, while the surface and strategic approaches as expected significantly predicted achievement. 相似文献
10.
《The Journal of educational research》2012,105(8):345-346
AbstractThis research is specifically concerned with whether or not students who tend not to shift cognitive styles are capable of achieving equally as high on verbal and quantitative tasks as students who shift cognitive styles, The Kagan Cognitive Style test was used to identify flexibility and rigidity of cognitive styles. The California Achievement Test was used as our index of verbal and math achievement. Sixty-two fourth grade students and fifty-nine sixth grade students from a north Georgia elementary school constituted the example. Of the thirty-one subjects, twenty-five identified as inflexible and were performing below grade level, only six were performing at grade level, and none were performing above grade level, Data suggest it is inappropriate to consider one cognitive style superior to another. It is evident in the light of the findings of this study to consider academic performance a function of the interaction of cognitive flexibility and cognitive fluency, and the specific task requirements. 相似文献
11.
This study investigates the interplay of working memory, cognitive style, and behaviour. Year 8 (aged 13 years) students (n = 205) at a UK urban secondary school were tested to ascertain predictors of General Certificate of School Education (GCSE) achievement. Assessment included Riding's cognitive style dimensions, working memory capacity, and a profile of school behaviour. A stepwise multiple regression analysis indicated that behaviour, working memory, verbal–imagery style by working memory, wholist–analytic style by working memory, and verbal–imagery style by wholist–analytic style predicted GCSE outcome, accounting for 58% of the variance. Generally, poor GCSE grade points were predicted by low behaviour scores, and by low working memory capacity in analytics and verbalisers. The results are discussed in terms of possible interventions that may improve student GCSE performance. 相似文献
12.
David E. Brownman 《Journal of Experimental Education》2013,81(1):31-34
Analytic and nonanalytic dimensions of cognitive styles and discovery and expository teaching strategies were combined to form a 2 x 2 design. Five tests were used. Subjects were selected according to their cognitive styles in each of the two experimental schools. After seven weeks of mathematics instruction, two periods of one-hour duration per week, the students’ posttest scores were analyzed to determine the effects of the two cognitive styles as well as the two teaching methods on retention and transfer of mathematics tasks. The ANCOVA showed significant F ratios for the main effect of cognitive style. Analytic boys in the expository group scored significantly higher than nonanalytic students. The analyses revealed no significant main effect of teaching methods. In no instance was a significant difference found for girls in respect to cognitive styles or teaching methods. 相似文献
13.
Nathan Kogan Ph.D 《Annals of dyslexia》1980,30(1):63-78
Conclusion The cognitive style-reading connection appears to represent a case of promises not yet fulfilled. Further, it is dubious whether
fulfillment is just around the corner. Certainly, one can question the one-cognitive-style-at-a-time approach that has been
dominant thus far. The time may have come to think about cognitive styles along with other cognitive measures in combination.
Multiple-regression and other multivariate techniques are clearly called for. Without any doubt, the Cronbach-Snow (1977)
ATI approach deserves further consideration, not only in the sense of matching styles with instructional treatments in reading
— what is called the capitalization approach — but also in the sense of devising methods that can serve a prosthetic function
to overcome styles that are maladaptive for reading — a compensatory approach, in other words.
The foregoing theme as well as others scattered through the paper could potentially be developed into systematic research
proposals aiming to bridge the domains of cognitive style and reading performance. Loose ends abound in the present area,
and much progress is possible if energy and imagination are applied to the task. It is my hope that this state-of-the-art
article offers a modest step in that direction.
This paper was presented as part of the Symposium on Cognitive Processes and Strategies in Reading at the 30th Annual Conference
of the Orton Society, Indianapolis, November 1979. 相似文献
14.
Jeffrey Craig 《Educational Studies in Mathematics》2018,98(1):57-76
The aim of this study is to better understand the notion of early algebraic thinking by describing differences in grade 4–7 students’ thinking about basic algebraic concepts. To achieve this goal, one test that involved generalized arithmetic, functional thinking, and modeling tasks, was administered to 684 students from these grades. Quantitative analysis of the data yielded four distinct groups of students demonstrating a wide range of performance in these tasks. Qualitative analysis of students’ solutions provided further insight into their understanding of basic algebraic concepts, and the nature of the processes and forms of reasoning they utilized. The results showed that students in each group were able to solve different number and types of tasks, using different strategies. Results also indicated that students from all grades were present in each group. These findings suggest the presence of a consistent trend in the difficulty level across early algebraic tasks which may support the existence of a specific developmental trend from more intuitive types of early algebraic thinking to more sophisticated ones. 相似文献
15.
16.
Steven J. Armstrong 《教育心理学》2000,20(3):323-339
This paper reports the outcomes of an empirical study undertaken to explore the possibility that cognitive style may be an important factor influencing performance on certain types of task in management education. A total of 412 final year undergraduate degree students studying Management and Business Administration were tested using the Allinson- Hayes Cognitive Style Index. Their cognitive styles were then compared with assessment grades achieved for academic modules, the task categories of which were deemed to be consonant with either the Wholist/Intuitive or the Analytic style of working. Overall ability defined by final degree grades was also tested against individuals' cognitive styles. As expected, students whose dominant cognitive styles were Analytic attained higher grades for long-term solitary tasks involving careful planning and analysis of information. However, contrary to expectations, performance on tasks believed to be more suited to the Wholist/Intuitive style was also higher for Analytic individuals, as was overall ability defined by final degree grades. The results were discussed in terms of the nature of the tasks and the need for methods of performance assessment that are independent of an orientation bias. Without this, it is argued, employment selection criteria may favour the wrong type of candidate in some circumstances. 相似文献
17.
The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students. 相似文献
18.
提出智力风格构念的目的在于整合不同的风格理论与模型,在传统核心构念如能力、人格等基础上,增强我们解释和预测学生学习成绩的能力。1930年代以来,不同类型的智力风格(如认知风格、学习风格)不断被提出并在教与学的各个领域得以大量研究与应用。文章从学习成绩的视角总结回顾了智力风格在教育心理学领域的应用研究。以此为基础,分析了教师与学生风格匹配与学习者自我风格意识两个重要的争议性的问题,并提出了可能的研究方向。 相似文献
19.
《教育心理学家》2013,48(3):261-275
The target of this analysis is the soundness of the evidence for cognitive styles. Cognitive styles were examined to question the relation between conceptual and empirical levels. Several criteria for the distinction between cognitive styles and intellective abilities (Messick, 1984) were posited to answer this question. My analysis demonstrates the limitations oh: the evidence in support of cognitive styles. The measures of cognitive styles do not sufficiently match the criteria on the conceptual level: Consistent convergent and discriminant validity is lacking. Most style measures are best interpreted as ability tests. I Sufficient empirical evidence of any cognitive style dimension in the sense of a bipolar, value-differentiated preference construct cutting across domains is lacking. Although cognitive style research is not rendered completely useless, a vast amount of empirical research needs to be reinterpreted. 相似文献
20.
俞峰 《南宁师范高等专科学校学报》2006,23(2):73-75
本文运用定量研究的方法分析大学生学科差异与其学习风格的关系,通过研究发现学科门类不同,学生的学习风格有显著性差异。学生的语言成绩与触觉学习风格呈现负相关。 相似文献