Implicaciones educativas de los estilos cognitivos

Palacios, Jesús; Carretero, Mario

doi:10.1080/02103702.1982.10821938

Cited by 8 publications

(4 citation statements)

References 57 publications

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“…Clearly, the specific requirements of field-dependent students as regards teaching methods and materials require careful attention, as do motivational aspects of the educational process (see for example DeBiasio, 1986;Kardash, Lukowski & Bentman, 1988;Kiewra & Frank, 1986;Konstadt & Forman, 1965;Meng, 1987;Palacios & Carretero, 1982). It seems quite possible that the teaching methods and evaluation criteria inherent in the existing educational system are highly suited to the information processing mechanisms of field-independent students and, as a consequence, favour the achievement of field-independent children at the expense of their field-dependent classmates.…”

Section: Discussionmentioning

confidence: 99%

Field dependence‐independence and academic achievement: a re‐examination of their relationship

Tinajero

Páramo

1997

Brit J of Edu Psychol

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Background. It has long been recognised that field dependence‐independence is likely to have important educational implications. Aims. In the work presented here, the relationship between academic achievement and field dependence‐independence cognitive style was examined. We tried to avoid some of the deficiencies of research carried out to date. Sample. We analysed various subjects of the school curriculum in a single sample of 408 students (215 boys and 193 girls) aged between 13 and 16. Method. We considered the bidimensional character of field dependence‐independence by using a test of perception of the upright (the Rod and Frame Test) and a restructuring ability test (the Embedded Figures Test). In addition, we examined possible mediation by the variable ‘sex’ in the above‐mentioned relationship. Multivariate analysis of covariance, with the score in Cattell's Culture‐Fair Intelligence Test as covariate, was used to investigate differences in academic achievement between field‐dependent and field‐independent students, once effect of intelligence had been removed. Results. Results indicate that field‐independent boys and girls performed better than field‐dependent ones in all of the subjects considered, although this superiority was only manifested in the cognitive dimension of field dependence‐independence, evaluated by the embedded figures test. Conclusions. Field dependence‐independence is related to overall academic achievement.

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Section: Discussionmentioning

confidence: 99%

Field dependence‐independence and academic achievement: a re‐examination of their relationship

Tinajero

Páramo

1997

Brit J of Edu Psychol

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“…Huteau (1987) demonstrated that for concept learning, optimal learning requires compatibility between the strategy employed and the demands of the task. Kogan (1983Kogan ( , 1987Kogan ( , 1989 as well as Palacios and Carretero (1982) believe that the FDI construct is essential in understanding the prerequisites for success in school.…”

Section: Children's Performance In Academic Areasmentioning

confidence: 98%

Preschool children's cognitive style and their selection of academic areas in their play

Saracho

1995

Early Child Development and Care

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“…Al respecto de esta última hipótesis, cabe mencionar que muchas investigaciones han explorado la posibilidad de la modificación del estilo cognitivo sin llegar a resultados que puedan considerarse concluyentes. En general, se acepta que la modalidad cognitiva de un sujeto dado es bastante difícil de modificar y que el intento de hacerlo va en contravía con el principio de la conservación de la diversidad sociocultural y cognitiva de la población (Palacios y Carretero, 1982). Para poder confirmar con certeza esta hipótesis sería necesario un diseño longitudinal que haga un seguimiento de la modificación cognitiva sufrida por el sujeto en el sistema educativo.…”

Section: Gráfica 3 Fft Promedio Por Rangos De Extraedadunclassified

“…Esta capacidad de reestructuración que es de hecho una tendencia persistente a estructurar repetidamente la información de un tema en la memoria de corto plazo logra así categorías conceptuales de mayor nivel de abstracción en la memoria de largo plazo (redes semánticas altamente estructuradas). Este proceso es particularmente exitoso en el manejo de códigos matemáticos y de las ciencias naturales (Niaz, 1987;Van Blerkom, 1988;Palacios y Carretero, 1982).…”

Section: Introductionunclassified