ERIC Number: ED095220
Record Type: Non-Journal
Publication Date: 1974-Apr
Reference Count: N/A
Field Independence and Dogmatism as Mediators of Performance on a Programmed Learning Task With and Without Strong Prompts.
Grippin, Pauline C.; Ohnmacht, Fred W.
Forty-seven subjects were administered the Dogmatism Scale (D), and Embedded-Figures Test (EFT), and were randomly assigned to a programmed Russian vocabulary lesson with or without strong prompts after a median split stratification of EFT and D. A multiple regress analysis tested the influence of field independence and dogmatism, and their interaction with each other and with treatment conditions. It was predicted that the cognitive style variable would produce both interactive and main effects in an aptitude-treatment interaction framework. Predicted ATI effects were not demonstrated; however, cognitive style was a significant predictor of performance. (Author)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: State Univ. of New York, Albany.
Authoring Institution: N/A