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ERIC Number: ED307522
Record Type: Non-Journal
Publication Date: 1987
Pages: 87
Abstractor: N/A
Reference Count: N/A
Dimensions of Cognitive Style: Their Interrelationships and Use in Maximizing Trainability.
Manfredo, Pamela A.
A growing interest among industrial and organizational psychologists is learning how to predict and maximize trainability. This study was conducted to examine the relationship between dimensions of cognitive style and perceptual mode as well as their association with a learning style instrument, explore the relationship between field independence/dependence and Type A behavior, and investigate trainability as a match between perceptual mode and instructional method. College students and young professionals (N=120) completed measures assessing cognitive style, learning style, intelligence, and Type A behavior. It was hypothesized that subjects who used a visual perceptual mode would be more field independent, reflective, and more intelligent than those who used a haptic mode. Eighty-one subjects performed a haptic task in which the method of instruction was varied. It was expected that when a visual or haptic perceptual mode was matched with an equivalent method of instruction, trainability would be maximized. While no relationship between perceptual mode and cognitive style dimensions nor method of instruction emerged, it was found that cognitive style dimensions fell into two categories: a speed/error factor and an ability group. It was also discovered that trainability could be maximized by matching dimensions of cognitive style, not perceptual mode, with a method of instruction. The relationships between cognitive style dimensions, with both Type A behavior and a learing style instrument, were also explored, revealing one significant relationship. (Appendixes include a set of diagnosis for visual instruction in origami folding art, tables of performance measures, and a word association tabulated by words elicited.) (Author/NB)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A