Cognitive style of gifted and average readers

Fehrenbach, Carolyn R.

doi:10.1080/02783199409553601

Cited by 15 publications

(8 citation statements)

References 15 publications

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“…However, when notes must be taken from oral speech, students with fieldindependent style used fewer words than those with fielddependent style, suggesting that the former lean on previous knowledge to a greater extent (Frank, 1984). This idea fits Fehrenbach's (1994) data about summaries of written texts, which suggest that students with field-independent style are not only more prone to spontaneously summaries school materials, but they are more accurate when invited to use this strategy and, as a consequence, they remember more oral information.…”

Section: Introductionmentioning

confidence: 82%

“…Organizational strategies are the identification or assignment of structure to new material, for example, by outlining, clustering, concept mapping or sketching a network or diagram of the important ideas (Dansereu, 1985;Kirby, 1984;Pintrich et al, 1991;Vermunt, 1996;Weinstein & Mayer, 1986;Zimmerman & Martinez-Pons, 1990). Students with field-independent style have shown a greater tendency to use this type of strategy: specifically, for a clustering strategy, either applied to drawings or to texts (Coward & Lange, 1979;Frank & Keene, 1993) and for networking or making diagrams for memorizing a text (Emmett, Clifford, & Gwyer, 2003;Fehrenbach, 1994;Kahtz, 1999). Nevertheless, this wider structuring tendency does not lead to better retrieval, except in the case of graphical data recall (Coward & Lange, 1979;Lipsky, 1989;O'Connor & Blowers, 1980).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

Tinajero¹,

Lemos²,

Araújo³

et al. 2012

Psicol. Reflex. Crit.

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In the present study, the influence of the cognitive style called field dependence-independence on academic achievement of Brazilian university students was explored as well as the mediating effect of learning strategies on that influence. Learning strategies of 313 first-year university students (189 women and 124 men; M age = 20.86, SD = 3.86) from different fields, with upper, medium and lower scores on field dependence-independence were assessed on a self-report questionnaire and their overall academic marks in the first year were registered. Results of a regression analysis showed that cognitive style and learning strategies significantly contributed to academic achievement. A path analysis revealed that planning strategies mediated the influence of cognitive style on achievement.

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Section: Introductionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

Tinajero¹,

Lemos²,

Araújo³

et al. 2012

Psicol. Reflex. Crit.

View full text Add to dashboard Cite

show abstract

“…Students with field-independent style have shown a greater tendency to use this type of strategy: specifically, for a clustering strategy, either applied to drawings or to texts (Coward & Lange, 1979;Frank & Keene, 1993) and for networking or making diagrams for memorizing a text (Fehrenbach, 1994;Kahtz 1999;Emmett, Clifford, & Gwyer, 2003). Nevertheless, this wider structuring tendency does not lead to better retrieval, except in the case of graphical data recall (Coward & Lange, 1979;O´Connor & Blowers, 1980;Lipsky, 1989).…”

Section: Universidad De Santiago De Compostelamentioning

confidence: 99%

“…Organizational strategies are the identification or assignment of structure to new material, for example, by outlining, clustering, concept mapping, or sketching a network or diagram of the important ideas (Kirby, 1984;Dansereu, 1985;Weinstein & Mayer, 1986;Zimmerman & Martinez-Pons, 1990;Pintrich, et al, 1991;Vermunt, 1996). Students with field-independent style have shown a greater tendency to use this type of strategy: specifically, for a clustering strategy, either applied to drawings or to texts (Coward & Lange, 1979;Frank & Keene, 1993) and for networking or making diagrams for memorizing a text (Fehrenbach, 1994;Kahtz 1999;Emmett, Clifford, & Gwyer, 2003). Nevertheless, this wider structuring tendency does not lead to better retrieval, except in the case of graphical data recall (Coward & Lange, 1979;O´Connor & Blowers, 1980;Lipsky, 1989).…”

mentioning

confidence: 99%

Self-Regulated Learning in Female Students with Different Cognitive Styles: An Exploratory Study

et al. 2010

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In the present study, the relationship between the cognitive style called field-dependence/independence and learning strategies was explored. Acquisition, encoding, retrieval, support, and meta-cognitive strategies of first-year psychology and social education students (all women; M age = 19.2 yr., SD=1.7) with upper and lower quartile scores on field-dependence/independence were assessed on two self-report questionnaires and compared. Field-dependent students reported greater use of some learning strategies, specifically Self-instructions, Counter-distractions, Self-questioning, Self-monitoring, and Self-evaluation. The possible mediation of cognitive style on the influence of social desirability and a failure to activate appropriate strategies on accuracy of self-reports of learning strategies are discussed. Arguments and data are presented in favour of a distinction among the association of cognitive style with a tendency and capacity to use specific strategies and the benefits and manner of their application.

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“…The initial characterisation made by Witkin, Moore, Goodenough & Cox (1977) of field independent subjects as being active learners, and field dependent subjects as passive and expectant, has been followed by detailed descriptions about the responses of subjects with different cognitive styles to particular educational situations (see, for example, Coventry, 1989;Frank, 1984;Rollock, 1992;Shymansky & Yore, 1980) and their use of learning strategies (see, for example, Fehrenbach, 1994;Frank & Keene, 1993;Liu & Reed, 1994). These descriptions are a good foundation for the construction of intervention strategies.…”

mentioning

confidence: 99%

Educational implications of field dependence‐independence: in answer to Bagley and Mallick

Tinajero

Páramo

1998

Brit J of Edu Psychol

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Background. This article replies to some of the comments made by Bagley & Mallick (1998) about our investigation (Tinajero & Páramo, 1997). Aims. To clarify some of Bagley and Mallick's comments about our investigation, and to defend alternative interpretations about some aspects which refer to field dependent‐independent cognitive style (FDI) mentioned by the authors, such as the overlapping between measures of cognitive style and ability, and the implications the latter has in an educational context. Methods. A revision of theoretical arguments and empirical evidence about the questions which are dealt with. Conclusion. The generalisation of the results of our study about the relationship between FDI and academic achievement seems to be feasible in the light of data from previous studies carried out with samples of very different origin. Investigation into FDI takes place alongside theoretical debates about aspects such as its adaptive value or its overlapping with intelligence. These debates remain open.

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Cognitive style of gifted and average readers

Cited by 15 publications

References 15 publications

Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

Cognitive style and learning strategies as factors which affect academic achievement of brazilian university students

Self-Regulated Learning in Female Students with Different Cognitive Styles: An Exploratory Study

Educational implications of field dependence‐independence: in answer to Bagley and Mallick

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