ERIC Number: ED197806
Record Type: RIE
Publication Date: 1979-Sep
Reference Count: 0
Piaget Conservation and Cognitive Style As Related to School Variables.
O'Tuel, Frances S.; Wicker, Tommie E.
This study explores the relationships between nonconservation, conservation, field dependence/field independence and the following school variables: achievement, screening measures, sex and race. A sample of 72 students in grade one in a southern rural elementary school were grouped into three sections by ability and given a series of tests. Instruments used were the Children's Embedded Figures Test (CEFT), Piaget's Conservation Tasks (PCT), Comprehensive Test of Basic Skills (CTBS) and the First Grade Screening Test (FGST). A positive relationship between conservation category (PCT) and cognitive style (CEFT) was found. Students who were conservers tended to be field independent and high achievers. The reverse was also apparent in the data. Unexpectedly, the girls' mean score on the CEFT was higher than the boys' mean score. White students who were more field independent and were conservers did better on achievement measures than those who were black, field dependent and/or nonconservers. It is concluded that educational experiences appropriate for the student's cognitive level and consistent with his/her processing style may help students achieve at a higher level. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Field Dependence; Field Independence; Piagetian Tasks
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979).