ERIC Number: ED203683
Record Type: RIE
Publication Date: 1981
The Relationship of Analytical and Holistic Cognitive Styles to Second Language Instructional Methods.
Hartnett, Dayle Davidson
A study was conducted to determine if students who depend on an analytical cognitive style will learn more when matched with a step-by-step treatment, and whether students who depend on a holistic cognitive style will learn more when matched with an all-at-once treatment. To test these hypotheses, scores on the Wechsler Verbal Similarities Test and the Street Figure Completion Test, as well as an appositional/propositional ratio (where the Street score served as numerator and the Wechsler score served as denominator), were used as aptitude measures for 200 students. A stepwise multiple regression analysis showed that all aptitudes and both treatments were significant predictors of grammar learning outcome; however, an aptitude-treatment-interaction was not found. These results demonstrate the importance of the analytical cognitive style aptitude in predicting grammar learning outcome, and that the analytical, step-by-step second language treatment is superior to the holistic, all-at-once second language treatment in producing higher comprehension posttest scores. (Auther/AMH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Education Research Association (Los Angeles, CA, April 16, 1981).