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ERIC Number: ED017950
Record Type: RIE
Publication Date: 1968-Feb
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
THE INFLUENCE OF AN INDIVIDUAL'S COGNITIVE STYLE UPON CONCEPT IDENTIFICATION AT VARYING LEVELS OF COMPLEXITY.
DAVIS, J.K.
THIS EXPERIMENT EXAMINED THE EXTENT TO WHICH AN INDIVIDUAL'S COGNITIVE STYLE INFLUENCED HIS PERFORMANCE ON CONCEPT IDENTIFICATION PROBLEMS OF VARYING LEVELS OF COMPLEXITY. COGNITIVE STYLE WAS OPERATIONALLY DEFINED IN TERMS OF AN INDIVIDUAL'S PERFORMANCE ON THE HIDDEN FIGURES TEST (HFT). IT WAS ASSUMED THAT SUBJECTS (SS) ABLE TO IDENTIFY THE HIDDEN FIGURES REPRESENTED AN ANALYTICAL COGNITIVE STYLE, WHILE SS UNABLE TO IDENTIFY THE HIDDEN FIGURES REPRESENTED A GLOBAL OR NONANALYTIC COGNITIVE STYLE. THE HFT WAS ADMINISTERED TO 310 SENIOR HIGH SCHOOL MALES. THE INDEPENDENT VARIABLES WERE TASK COMPLEXITY, COGNITIVE STYLE, AND PROBLEMS. A 3 X 3 X 2 DESIGN WAS FORMED BY FACTORIALLY COMBINING THREE LEVELS OF TASK COMPLEXITY, THREE LEVELS OF COGNITIVE STYLE, AND TWO PROBLEMS. THE RESULTS OF THE ANALYSIS OF VARIANCE ON ERRORS-TO-CRITERION INDICATED THAT THE EFFECT OF COGNITIVE STYLE WAS SIGNIFICANT, AS WERE THE MAIN EFFECTS OF COMPLEXITY AND PROBLEMS. COGNITIVE STYLE WAS FOUND TO INFLUENCE CONCEPT IDENTIFICATION PERFORMANCE. THE HYPOTHESIZED INTERACTION BETWEEN COGNITIVE STYLE AND COMPLEXITY WAS NOT SUPPORTED BY THE DATA. THE AUTHOR BELIEVES THAT THIS FINDING SUGGESTS THAT COGNITIVE STYLE IS RELEVANT WHEN WORKING WITH INDIVIDUALS IN AN INSTRUCTIONAL SITUATION. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (CHICAGO, FEBRUARY 1968). (IM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: American Educational Research Association, Washington, DC.; Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Identifiers: HIDDEN FIGURES TEST