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ERIC Number: ED203863
Record Type: RIE
Publication Date: 1981-Apr
Pages: 28
Abstractor: N/A
Reference Count: 0
Cognitive Style in Library/Information Science Education.
Johnson, Kerry A.; White, Marilyn D.
This study was conducted to identify the cognitive style of students enrolled in a graduate program in library and information science and to examine the relationship between the identified style and other personal variables, such as age, undergraduate major, preference for future institutional affiliation, and preference for future functional area. The McKenney-Keen model was used to characterize cognitive style in information gathering and information evaluation, while the Group Embedded Figures Test (GEFT) was used to measure the subjects' field dependence/field independence. Of the 179 University of Maryland students who completed the GEFT, 61 completed a battery of eight additional tests designed to discriminate along the two dimensions of the McKenney-Keen model. Personal information was gathered through a self-administered questionnaire. The report details the hypotheses, methodology, and results of the study, including (1) demographics of the sample, (2) findings of the battery of tests in relation to the McKenney-Keen paradigm, and (3) relationships between field dependence/field independence and personal/professional characteristics. Tables and figures illustrate the findings. Eleven references are cited. (FM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Field Dependence Independence
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 1981).