Cognitive Style and Advance Organizers in Learning and Retention

Abstract

Summary.— The interaction of field independence and advance organizer in learning and retention was studied in 96 boys and 84 girls aged 14–15 years. Field independence was stratified into three levels and pupils randomly assigned to twelve teaching groups, followed by random allocation of teachers to groups and groups to one of three treatments (lessons; lessons plus advance organizer; lessons plus advance organizer plus specific reference to its organizing properties). Two lessons on meaning, analysis, and construction of words were taught and the groups compared in recall and transfer. Four‐way analysis of variance gave significant differences between cognitive styles in recall and transfer and between learning and retention. Residual estimates of learning were obtained and a significant interaction of style with treatment observed. Field dependent pupils achieved greatest gains where the organizer was used with specific reference to its organizing properties.

An Investigation of the Effect of Individual Cognitive Preferences on Learning through Computer‐based Instruction

“…A common and consistent finding in all the above studies is that optimum learning outcomes are achieved when the instructional material can be transferred readily to learners' personal modes of representation. For example, Satterly and Telfer (1979) and Riding and Sadler-Smith (1992) provided evidence that the use of advanced organisers helped Wholists to develop a big picture of given information rather than having to engage in search and construction processes from unfamiliarly structured information. Riding and Sadler-Smith also raised concerns about the nature of advance organisers.…”

Effects of Restructuring Training and Cognitive Style

“…The literature supports the notion that field dependent learners benefit from the restructuring aspect of these strategies, while field independent learners are not hindered by this imposed structure (Britain, 1979;Fleming et al, 1968;Grieve & Davis, 1971;Satterly & Telfer, 1979).…”

El estilo cognitivo dependencia-independencia en el proceso de enseñanza-aprendizaje

“…Visto el efecto compensador del esquema proporcionado en la tercera y cuarta condiciones, cabe pensar que la inferioridad de los dependientes de campo podría responder a su mayor dificultad para captar la estructura del contenido en las exposiciones orales. Esta interpretación concuerda con el especial efecto favorecedor que para los dependientes de campo tienen los recursos reforzadores de la estructura expositiva, tales como los organizadores de avance (Satterly y Telfer, 1979).…”