The purposes of this study were: (1) to explore any differences in cognitive style, between Greek-American and Anglo-American children receiving monolingual and bilingual instruction, (2) to determine the relationship of cultural background, age, sex, bilingualism and linguistic dominance/proficiency to the cognitive style of Florida and New York first, second, third and fourth grade children, and (3) to explain any differences or similarities in cognitive style found between the selected groups of Greek-American and Anglo-American children. / The subjects were 300 school children of Greek and Anglo origins in grades one, two, three, and four, selected from urban Greek-American communities, with schools housing Greek bilingual programs in New York and Florida. All subjects were enrolled in the same schools and were approximately of equal mental ability and socioeconomic status. The cluster sampling and the stratified random sampling were the methods of selection used. / The Children's Embedded Figures Test (CEFT) was used to identify differentiation or field dependence-field independence; the Child Rating Observable Behavior Inventory (CROBI) was used to specify the number of bicognitive students in each of the three groups; and the Michopoulos' Test, otherwise referred to as the Greek-English Language Dominance/Proficiency Test (LD/LP), was used to identify three dominance and two proficiency comparison groups. / Even though no significant differences were found in psychological differentiation between Greek-American children attending bilingual and monolingual programs, as measured by CEFT, the results indicated that there are signficant differences between the aforementioned groups regarding bicognition. In addition, there were no significant age and sex differences in bicognition. One interesting finding was that Greek-American female students were not less differentiated than their male counterparts. / A significant aspect of this study lies in the fact that is an initial step to determine cognitive style differences between Greek-American and Anglo-American school children. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2474. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74480 |
| Contributors | MYLONAS, MARTHA D., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 209 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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