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ERIC Number: ED141737
Record Type: RIE
Publication Date: 1976
Effects of Presentation Mode, Instructions, Grade and Cognitive Style on a Concept Formation Task.
Sola, Janet L.
This study explored some ways that cognitive style (different individual patterns of perceiving, memorizing, organizing and utilizing stimuli) might influence intellectual achievements. It was specifically concerned with cognitive tempo--the individual's tendency to be either slow and accurate (reflective) or fast and inaccurate (impulsive). A number of hypotheses concerning these two cognitive tempos and their relationship to presentation mode, instructions, and grade were advanced and tested. Subjects were 82 elementary school students. They were given pattern-matching and concept-formation tasks. The results of the study did not support the expectations. None of the principal hypotheses concerning the relationship of the cognitive style dimension of reflectivity-impulsivity to performance on the experimental task were substantiated. The sole significant finding indicated that a selection paradigm yielded fewer average trials to criterion than a reception mode. It appears that by the time an individual is in the fourth grade, he/she is more proficient at forming concepts when allowed to freely choose the concept instances than when the experimenter presents these instances. No specific relationship of this variable with cognitive style was found, however. (Author/BP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, N.Y. April 4-8, 1977)