No description available.

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

This study investigated the effects of hemisphericity and field dependence on programming skills. Twenty-five undergraduate university students from two introductory Logo programming courses completed the study. Results suggested that hemisphericity is related to the complexity of program structure (tree depth). Supplementary analyses indicated a negative correlation between previous programming experience and the use of recursion. Implications for education and suggestions for further research are discussed, and specific implications regarding the teaching of Logo are given.

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Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.124-149).

Thesis (Ph. D.)--regon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 83-94). Also available on the World Wide Web.

Thesis (Ph.D.)--Ohio University, November, 2007. / Title from PDF t.p. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Unnumbered leaves at back are permission forms for use of information from Consulting Psychologists Press, Inc. Typescript. Vita. Includes bibliographical references (leaves 117-132). Also available on the Internet.

Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains ix, 70 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 42-47).

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Unnumbered leaves at back are permission forms for use of information from Consulting Psychologists Press, Inc. Typescript. Vita. Includes bibliographical references (leaves 117-132). Also available on the Internet.