ERIC Number: ED471657
Record Type: RIE
Publication Date: 1992-Dec
Reference Count: N/A
The Testing of a New Integrative Model of Cognition within the Context of a Continually Existing Educational Problem.
Stanback, Alice Marie
This research project was designed to develop and test empirically a new integrative model of cognition and to determine whether doing so would shed new light on why African American students continue to perform poorly in U.S. schools. The model is based on an integration of anthropology, psychology, and theology, with the understanding that human behavior is based on human thought. The integrative model says that cognition is a fused, cyclical interrelationship among the cognitive components, which are the senses, intellect, emotion, will, behavior, and stored knowledge. Two main assumptions were made in researching the model: that cognition is related to ones experiential history and that its components are interrelated functionally. Participants were adults and children from various racial and ethnic groups in California. Five questionnaires designed for the study measured: (1) demographics (all participants); (2) "mentalistic" structures (135 participants); (3) cognitive components (137 participants); (4) emotion and education (100 participants); and (5) a measure of the relationship among cognitive components and the accuracy of labels and definitions used, the "Black Rose" questionnaire (218 participants). Analysis of the data shows some validity of these two assumptions, suggesting that the model provides a basis for further research. The problems of African American students may persist because curricula are based on a lack of understanding and knowledge of human cognition. African American children may enter school with a negative mental structure toward U.S. schooling and U.S. society in general, and they may have negative emotional experiences in school. Five appendixes contain supplemental information, including the questionnaires and research tables. (Contains 9 figures, 34 tables, and 378 references.) (SLD)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Doctoral Dissertation, Biola University.