ERIC Number: ED103054
Record Type: Non-Journal
Publication Date: 1975-Jan
Reference Count: N/A
Differences Between Developmental Studies Communication Students and Regular College Communications Students in Their Orientation to Symbols and Their Meanings.
Griffin, Thomas E.
This study tested the hypothesis that regular communication students are oriented to more symbols and their meanings than are developmental communication students and thus have more ways to receive information. One-hundred students (50 regular and 50 developmental) at Central Piedmont Community College were given the 220-item Cognitive Style Interest Inventory, developed by Oakland Community College. The inventory measures major and minor cognitive style orientations. Results substantiated the hypothesis. Of the four major theoretical symbol orientations (auditory, visual, linguistic, and quantitative), regular students had a mean of 1.44 major orientations while developmental students had a mean of 1.04 major orientations. Fifteen developmental students and eight regular students were found to have major orientations to no theoretical symbols. Of the fifteen qualitative symbol orientations, regular students had a range of 3 to 15 major orientations with a mean of 9.94. Developmental students had a range of 0 to 13 major orientations with a mean of 6.84. Implications for instruction are discussed. A list of symbols and their meanings, a graph of theoretical symbolic orientations of the two groups, a graph of qualitative symbolic orientations of the two groups, a qualitative orientation profile for each group, a literature review, and a bibliography are included. (DC)
Descriptors: Cognitive Processes, Cognitive Tests, Communication (Thought Transfer), Comprehension, Developmental Programs, Developmental Studies Programs, Individualized Instruction, Learning, Learning Modalities, Learning Processes, Remedial Instruction, Symbolic Learning, Two Year College Students, Two Year Colleges
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A