This study is concerned with patterns of information search
and utilisation, and the effect these have on the areas of academic
interest and the level of achievement within these areas as a
result a fit between the individual and his environment. In
particular, the study deals with the scholar's level of cognitive
complexity as described by Harvey, Hunt and Schroder (1961) and
the effect such complexity level has upon subject preference in
the final school year and whether this in turn effects the level
of competence and achievement of the pupil.
It will be argued that individual differences in cognitive
style or information processing strategies act as moderator
variables, resulting in a preference for and relative success in
some rather than other domains of intellectual activity. A
distinction is drawn between styles that encourage the consideration
of a fairly wide range of variables, and those that favour a more
restricted range in any given situation. Furthermore, it is
argued that the natural sciences, in nature and educational aims,
favour individuals with restricted styles, while the arts and
humanities favour the "broader" cognitive styles.
A link is drawn between these styles and the complexity of
the individual's cognitive structure, and the hypothesis is tested
that a preference for and success in the arts as against the sciences
is a function of an increase in complexity. Results in support of
the hypothesis is presented and implications of the findings are
discussed. / Thesis (M.A.)-University of Natal, Durban, 1973.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ukzn/oai:http://researchspace.ukzn.ac.za:10413/3862 |
| Date | January 1973 |
| Creators | Moerdyk, Alwyn Paul. |
| Contributors | Murray, C. O. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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