In recent years cognitive style has become the focus of much educational research. Many educators believe that instructional effectiveness can be maximized by utilizing the student's preferred cognitive style as a springboard for introducing new concepts as well as by restructuring educational practices so that the child learns to deal effectively with diverse cognitive styles. Early research on cognitive style focused solely on behavioral indicators. Today many researchers acknowledge that, in order to understand cognitive style, one must examine brain processing, as different styles of thinking result from the manner in which each hemisphere of the brain processes information.
This study, based on the investigator's observations of reading behaviors of Mexican-American and Anglo-American children, and on an examination of available research on cognitive style and hemispheric functioning, has a threefold purpose:
1) to identify learning styles as observed in the classroom,
2) to define cognitive style in terms of neuropsychological research, and
3) to identify major factors affecting cognitive style.
| Identifer | oai:union.ndltd.org:pdx.edu/oai:pdxscholar.library.pdx.edu:open_access_etds-4188 |
| Date | 01 January 1982 |
| Creators | Gehrig, Anne Kelter |
| Publisher | PDXScholar |
| Source Sets | Portland State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Dissertations and Theses |
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