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THE STABILITY OF FIELD DEPENDENCE AMONG ALCOHOLICS IN TREATMENT AND THE RELATIONSHIP BETWEEN EMBEDDED FIGURES TEST PERFORMANCE AND COGNITIVE IMPAIRMENT.Lafferty, Patricia. January 1985 (has links)
No description available.
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A comparison of the metacognitive behaviors of field independent and field dependent pre-service teachersCarr, Maureen Sherry 26 April 1990 (has links)
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
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The effect of hemisphericity and field dependence on performance on a programming task /Coffin, Lorraine January 1985 (has links)
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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Student-teacher relationships and cognitive style matchingFried-DesBaillets, Dorit January 1976 (has links)
No description available.
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An examination of cognitive complexity and self-directed learner readiness of traditional and nontraditional undergraduate studentsOlds, Tami McCray, Witte, James E. January 2006 (has links) (PDF)
Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.124-149).
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An analysis of the relationship between the preferred cognitive learning style of field independence/field dependence and success in learning English as a second language among post-secondary Japanese students /McNaught, Susan C. January 1992 (has links)
Thesis (Ph. D.)--regon State University, 1992. / Typescript (photocopy). Includes bibliographical references (leaves 83-94). Also available on the World Wide Web.
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The effects of varied instructional aids and field dependence-independence on learners' structural knowledge in a hypermedia environmentWang, Aifang. January 2007 (has links)
Thesis (Ph.D.)--Ohio University, November, 2007. / Title from PDF t.p. Includes bibliographical references.
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Teacher preference for consultation model a study of presenting problems and cognitive style /Tanner-Jones, Lou Ann, January 1996 (has links)
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.
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Impact of auditory and visual distractors upon learning a manual assembly task in older workersSchwerha, Diana J. January 1900 (has links)
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).
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Teacher preference for consultation model : a study of presenting problems and cognitive style /Tanner-Jones, Lou Ann, January 1996 (has links)
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.
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