ERIC Number: ED223741
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Afro-American Patterns of Cognition.
Shade, Barbara J.
Reviews of literature and administration of different types of measurement tools among various student groups in Wisconsin were conducted to explore black cognitive styles on five dimensions and to investigate whether social and cultural factors affect the knowledge acquisition process. Results revealed that: (1) blacks tend to be more field dependent than whites, a difference that seems to be associated with blacks' lower performance levels on school tasks; (2) blacks tend to categorize their world using more finely discriminated classes than whites; (3) differences in stylistic preferences and performance on cognitive tasks seem to diminish if students were matched for life style, social situation, age, and grade; and (4) variations in cognitive patterns seem to be associated with school performance and with students' social status. Overall, the data indicated rather complex relationships among preferred ways of knowledge acquisition, social and economic roles, and school performance. Many of the findings are inconclusive, however, because of varying results generated by the use of different instruments. (Author/MJL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Note: For related document see ED 211 657. Additional funds provided through the Wisconsin Governor's Employment and Training Office.