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Peer reviewed
Mahlios, Marc C. – Journal of Experimental Education, 1981
Effects of cognitive style matching on interaction patterns in teacher-student dyads were investigated. Cognitive similarity/dissimilarity was not associated with the interaction patterns. Dyadic interaction was affected by factors including cognitive style and sex of teachers and students and contextual factors, particularly whole class v…
Descriptors: Aptitude Treatment Interaction, Classroom Observation Techniques, Cognitive Style, Grade 5
Peer reviewed
McLeod, Douglas B.; Adams, Verna M. – Journal of Experimental Education, 1979
This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)
Descriptors: Academic Ability, Academic Achievement, Aptitude Treatment Interaction, Cognitive Style