ERIC Number: ED024167
Record Type: RIE
Publication Date: 1967-Oct
Reference Count: 0
Concept Identification as a Function of Cognitive Style, Complexity, and Training Procedures.
Davis, J. Kent
Two experiments studied the influence of an individual's cognitive style on concept identification. Subjects were high school males, classified into levels of cognitive style according to their performance on the Hidden Figures Test. For the first experiment, three non-overlapping groups of 30 each were required to classify figural patterns, which could vary along as many as seven bilingual dimensions, into four categories. Findings were that high analytic subjects made fewer errors than did middle analytic subjects who in turn made fewer errors than the low analytic; performance in terms of error-to-criterion was an increasing linear function of the complexity of the problem (p<.01); and the interaction of cognitive style with complexity was not significant. For the second experiment, two groups of 40 each were selected and 10 subjects from each level of cognitive style were randomly assigned to one of four training conditions (verbal-prompt, prompt, verbal, and control). Results indicated that high analytic subjects committed fewer errors that low analytic subjects (p<.05); verbalizing the stimulus values facilitated concept identification only in the absence of prompted training; prompted training facilitated identification only in the absence of verbal training; and training procedures did not differentially influence performance of subjects with different cognitive styles. (Author/JD)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Cooperative Research Program.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.