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2 edition of Cognitive style differences in concept attainment found in the catalog.

Cognitive style differences in concept attainment

Edwin Barry Nebelkopf

Cognitive style differences in concept attainment

differences in the conceptual strategies used during the presolution period of discrimination learning by Kindergarten-age Children differing in their analytic and global styles of stimulus differentiation.

by Edwin Barry Nebelkopf

  • 230 Want to read
  • 31 Currently reading

Published by The author in Bradford .
Written in English


Edition Notes

Ph.D. thesis.

SeriesTheses
ID Numbers
Open LibraryOL20303941M

Get this book in print. All sellers» Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and analytic analytic-imagers approach to learning argued aspects assessment chapter cognitive skills cognitive style dimensions Cognitive Styles Analysis concept construct validity continuum correlation Curry Reviews: 1. This experimental study investigated (1) the effects of cognitive dissonance on the acquisition of conservation by field dependent (FD) and field independent (FI) elementary school students, and (2) the relationship between cognitive style and cognitive development. In the first phase of the experiment students from kindergarten through third grade were given the Children's Embedded.

Kirschenbaum, J Analytic-global cognitive style and concept attainment strategies Dissertation Abstracts International 29 B B (Doctoral dissertation, Claremont Graduate School, )(University Microfilms No. ,) Google Scholar.   Cognitive style focuses on the tradition of identification of styles based on individual differences in cognitive and perceptual functioning (Grigorenko and Sternberg, ). As is common in many areas of psychology where there is a need and desire to measure unobservable latent constructs, the majority of style assessment methods rely on self.

Two theoretical and investigative tracks have become established. The North American work comes from the traditions of individual differences in cognition, while the European and Australian investigators have pursued consistent differences in studying style as indicative of motivational differences. Background:Cognitive style has been shown to influence the number, type, and organization of an individual’s ideas. Concept maps are used regularly to assess students’ organization and mastery.


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Cognitive style differences in concept attainment by Edwin Barry Nebelkopf Download PDF EPUB FB2

Cognitive style or thinking style is a concept used in cognitive psychology to describe the way individuals think, perceive and remember ive style differs from cognitive ability (or level), the latter being measured by aptitude tests or so-called intelligence tests.

Individuals with a more field-dependent cognitive style differ from those with a more field-independent cognitive style.

Most of these differences are perceptual, intellectual and personality traits. Studies on cognitive style provide insight to a wide array of psychological issues including intellectual development, concept attainment and Cited by: 7.

Cognitive style differences in concept attainment: differences in the conceptual strategies used during the presolution period of discrimination learning by kindergarten-age children differing in their analytic and global styles of stimulus differentiation Author.

Cognitive style and learning Since the two fundamental cognitive style dimensions are likely to affect the structure of an individual's thinking and the forms in which information can be represented by a person, style has potential implications for learning by: 1.

concept attainment (Frederiksen, ; Goodenough, ; Pask, ). Cognitive strategies are selected, organized, and controlled in part as a function of larger-scale, more general cognitive styles --which serve as high-level heuristics, as it were --but they are also determined in partCited by: The first volume in the series considers cognitive style, which is an important element in this emerging work and may well prove to be the missing link in the study of individual differences.

Cognitive style is an individual's preferred and habitual approach to both organising and representing information. The purpose of the book is to reflect current academic debate focusing on key models of.

The Enlightenment of Cognitive Style Differences between Field Dependent and Field Independent Mode on College English FD/FI cognitive style is a value-neutral concept and the ability to distinguish Use a spectator approach to concept attainment Use hypothesis-testing approach to attain concept (cited in Witkin et al.

Learning and cognitive style 8 Learning and cognitive style defined 8 Learning and cognitive style models 11 Gregorc‟sstyle model 12 ©Mind organisation index 15 Learning strategies 17 Historical background 17 Strategies defined 19 Taxonomies of learning strategies   How to manage cognitive differences in students October 8, Ma Katarina Vandekar 0 Comment education, learning, psychology, teachers /Understanding the logic of the thinking process of our students allows us to adjust the teaching process.

Although cognitive development follows a universal pattern, it’s not strictly related to. Basic Research on Cognitive Styles In this section, I describe basic research on cognitive styles, which peaked between the late s and early s, the most active period in terms of experimental work on styles.

I designate this line of research on cognitive style as basic for two reasons. 'Cognitive style' may well turn out to be the missing element in the study of individual differences. This book reviews and integrates research on style differences in learning and behavior and describes the Cognitive Styles Analysis, which provides a sim.

Field-dependent and Field-independent There is a considerable body of knowledge that has been accumulated on cognitive style through empirical research (Chinien, ), and various cognitive style dimensions have been identified.

One of the cognitive style dimensions which has received more widespread attention and which has been more extensively researched is the construct. similarities and differences by using examples, and engage students in meaningful learning activities. 4 Concept Learning, the individual learns to make a common response to a class of Piaget theory of cognitive development suggested that human's unable automatically.

4. Discussion and conclusions. The results from the case study are in line with KAI findings about cognitive style differences in participants’ idea generation (Jablokow and Booth,Kirton, ) and map structural idea generation phase of the GCM process is quite similar to any other idea generation activity, which makes the prediction of the preferred idea.

The research findings on gender differences informed by readings of object-relations theory have been formative among feminist educators in constituting truths about how girls learn and about which forms of assessment favour girls' cognitive style.

The attainment of object permanence generally signals the transition to the next stage. The preoperational period ranges from about ages 2 to 7. Children in this stage can mentally represent events and objects (the semiotic function), and engage in symbolic play.

Percept Mot Skills. Apr;36(2) Continuous-discontinuous concept attainment as a function of individual differences in cognitive style.

The Effects of Cognitive Style and Instructional Strategy on Concept Attainment. Hester, Florence M.; Tagatz, Glenn E. Journal of General Psychology, 85,Oct   Cognitive styles refer to the preferred way an individual processes information. Unlike individual differences in abilities (e.g., Gardner, Guilford, Sternberg) which describe peak performance, styles describe a person’s typical mode of thinking, remembering or problem rmore, styles are usually considered to be bipolar dimensions whereas abilities are unipolar (ranging from.

Finally, Cognitive styles and learning strategies is still a compulsory reading for both educational researchers and practitioners in the field of individual differences today although its publication dates back to One of the strengths of the book is that its.

Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. The many theories share the proposition that humans can be classified according to their 'style' of learning, but differ in how the proposed styles should be defined, categorized and assessed.: 8 A common concept is that individuals differ in how they learn.This term was introduced by American psychologist Gordon Allport () in his famous theory of personality and from studies of Carl Jung ().

Cognitive styles are general psychological dimensions by which people differ. Cognitive styles refer to individual differences in ways of perceiving, remembering or thinking and how do people.

For the latter, we can [ ].Sex differences in cognition, or mental abilities, are widely studied in the current scientific ical and genetic differences in combination with environment and culture have resulted in the cognitive differences among men and women. Among biological factors, hormones such as testosterone and estrogen may play some role mediating these differences.