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ERIC Number: EJ932921
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-0144-3410
Field Dependence/Independence Cognitive Style and Problem Posing: An Investigation with Sixth Grade Students
Nicolaou, Aristoklis Andreas; Xistouri, Xenia
Educational Psychology, v31 n5 p611-627 2011
Field dependence/independence cognitive style was found to relate to general academic achievement and specific areas of mathematics; in the majority of studies, field-independent students were found to be superior to field-dependent students. The present study investigated the relationship between field dependence/independence cognitive style and problem-posing ability among sixth grade students. The 94 students' sample was clustered into three groups, according to the cognitive-style field dependence/independence (field dependents, field mixed and field independents). The results suggest that field-independent participants outperformed field-mixed and field-dependent ones in both problem-posing ability and the complexity of the problems posed. It was also found that the content of the task influenced the differences between the three groups of students as regards the ability in problem posing and the complexity of the problems posed; while in the first (informal context), second and fourth task differences were found between the groups, in the third task (formal context), no differences were evident. The results are interpreted in consideration to the relevant literature findings. Some educational implications are discussed and directions for future research are drawn. (Contains 7 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cyprus
Identifiers - Assessments and Surveys: Group Embedded Figures Test