ERIC Number: ED070679
Record Type: RIE
Publication Date: 1972-Sep
Reference Count: 0
Effects of the Analytic-Global and Reflectivity-Impulsivity Cognitive Styles on the Acquisition of Geometry Concepts Presented Through Emphasis or no Emphasis and Discovery or Expository Lessons.
Nelson, Barbara Ann
Two studies were designed to identify two learning styles. Study I looked at the effect of the analytic-global cognitive style on the acquisition of three geometry concepts presented through written lessons which did or did not contain verbal emphasis of relevant attributes. A total of 108 analytic and global seventh grade students were identified by the Hidden Figures Test. Results of the lessons showed that analytic students performed better than global students and that students studying the emphasis lesson performed better than those studying the no-emphasis lesson. Study II looked at the effect of the reflectivity-impulsivity cognitive style on the acquisition of three geometry concepts presented through discovery or expository lessons. A total of 107 reflective and impulsive seventh graders were identified by the Matching Familiar Figures Test. Results of the lessons showed that students studying expository lessons performed better than those studying discovery lessons and that expository lessons did not benefit impulsive students more than reflective students. (Author/DT)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.