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
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/37924 |
| Date | 26 April 1990 |
| Creators | Carr, Maureen Sherry |
| Contributors | Ahrendt, Kenneth M. |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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