The study investigated the relationship among three cognitive styles and summarization abilities. Both summarization products and processes were examined. Summarizing products were scored and a canonical correlation analysis was performed to determine their relationship with three cognitive styles. Summarizing processes were examined by videotaping students as they provided think aloud protocols. Their processes were recorded on composing style sheets and analyzed qualitatively. Subjects were sixth-grade students in self-contained classes in a suburban school district. Summarizing products were collected over a two week period in the fall. Summarizing processes were collected over an eight week period in the spring of the same school year. The results of the summarizing products analysis suggest that cognitive styles are related to summarization abilities. Two canonical correlations among the two variable sets were statistically significant at the .05 level of significance (.33 and .29). The results further suggest that students who are field independent, reflective, and flexible in their attentional style may be more adept at organizing their ideas and using written mechanics while summarizing. Students who are impulsive and constricted in attentional style may exhibit strength in expressing their ideas while summarizing. Results of the summarizing processes analysis suggest that students of one cognitive style combination may exhibit different behaviors while summarizing than those of other cognitive style combinations. Students who are field independent, reflective, and flexible in their attentional style seem to display more mature, interactive behaviors while summarizing than their peers of other cognitive style combinations.

The purposes of this study were (1) to determine if the culture of the student's first language was a significant variable in field-dependent-independent cognitive learning style, and (2) if a student's second language achievement has a significant relationship to variables of grade level, sex, time in an English as a second language (ESL) program, second language proficiency level or cognitive learning style. It was hypothesized that (1) there are significant positive correlations between field-independence and the variables of achievement, proficiency level, and grade level, (2) there are significant positive correlations between second language achievement and proficiency level, grade level and time in an ESL program, (3) there are no significant differences in field-dependence between the sexes or the four cultures of Laotian, Spanish, Tongan, and Vietnamese, and (4) there is no significant difference in the mean achievement score between the sexes.

This study was focused on what differentiated instruction is, what it takes to have a differentiated classroom, and if differentiated instruction really helps increase student motivation, engagement, and learning. Two classes of eighth grade students were taken through the process of differentiating assignments using four ways differentiation can take place: variety, choice, relevance, and centers.

Training is a vital link between idle or inadequately used software and software seen as a tool. Education can take many forms such as self exploration, CAI, manuals, and formal class room training. The introduction of a computer to a system interjects complex interactions between the computer user and his work environment. Research in this area has been performed by such disciplines as MIS, education, and psychology. A fundamental purpose of this research is to study the interaction of such user variables as cognitive style, demographics, and reading to variables from education and psychology such as advanced organizers, reinforcement, and document layout.

published_or_final_version / Public Health / Master / Master of Public Health

Growing concern for an improvement in the formal learning situations experienced by adults is reflected in much of the literature currently available. Evidence from studies of adult learning suggests that (i) adults are generally well able to accept a significant degree of responsibility for the management of their own learning, and (ii) that an adult's learning is enhanced if the learning situations are matched to the preferences and strengths of the learner. In this study a design for adult instruction, which takes these factors into account, is developed. The Educational Cognitive Styles of 47 adult learners are mapped using a self-report inventory. The profiles thus obtained are used in the development of instructional techniques for the learners who are enrolled in a first-year, TAFE, para-professional course. Comparison of this experimental group with a control group indicates that the attrition rate is reduced, learners have more positive feelings toward their course of study, and performance on a content achievement test is, arguably, improved.

Most departmental policy statements on the education of gifted and talented students recommend their retention, where possible, in mainstream classes in neighbourhood schools. The educational experience in such classes, of 14 students identified as academically gifted by their teachers, was investigated using a case study approach. Their cognitive style was studied by reference to information processing strategies as revealed in WISC-R subtest scores. Interpersonal and communication skills were investigated through classroom observation and structured interviews. The theories of deviance and authority were applied in interpreting this data. Results indicated relationships between students' cognitive style and teachers' identification methods, and between students' cognitive style and their school satisfaction. Sex differences in teacher response and student interaction were also noted.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves [64]-69).

Research studies indicated that differences in cognitive processing style influence individual behavior on various types of tasks. This study investigated the effect of the cognitive style dimension, field independence-dependence, on the metacognitive functioning of individuals involved in three problem tasks which varied in inherent structure. Twenty-six subjects were randomly selected from a pool of one hundred and two pre-service teachers who completed the Group Embedded Figures Test to determine levels of field independence-dependence. Subjects were asked to verbalize their thinking while solving three types of problems. The think aloud protocols were analyzed using a coded analysis technique. The Checklist of Metacognitive Behavior (CMB) was the classification system developed to perform the coded analysis. The CMB contained four major categories: planning, monitoring, evaluation and affect. Criterion behaviors in each category were identified in the protocols from surface language structure. Behaviors identified in the protocol analysis were assigned points. Analysis of variance was used to compare mean scores from the CMB for total and category scores on each problem. Significant differences were found between field independents and field dependents for total and category scores on problem one, the puzzle-type problem. No differences were found between the groups on the semi-structured and ill-structured problems. Field independents exhibited a greater number and variety of monitoring and evaluation behaviors on the structured problem. Cognitive style preference had no significant impact on the type and number of metacognitive behaviors observed on the semi-structured and ill-structured problems. / Graduation date: 1990

Thesis (M.P.H.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 43-46).