Psychological Significance of Styles of Conceptualization

Kagan, Jerome; Moss, Howard A.; Sigel, Irving E.

doi:10.2307/1165673

Cited by 260 publications

(79 citation statements)

References 18 publications

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“…Boys do not differ in the frequency at age four and five, whereas girls show differences approaching signifi cance. This result is consistent with the Kagan et al (1963) report of sixth grade girls, where the increase was marked. It can be argued that the difference is a reflection merely of increased volume of responses, since the total responses for the girls increases signifi cantly over a year.…”

Section: Discussionsupporting

confidence: 93%

“…Descriptive part-whole responses were found to be related to cautiousness, controlled impulse expression, reflective ness, independence and achievement orientation in boys, while relational-contextual responses related to impulsivity, dependence and anxiety. For girls and women, the results between these con ceptual variables and personal-social behavior are equivocal (Kagan et al, 1963). Little work has been done to investigate the psycho-social correlates of categorical-inferential approaches.…”

Section: Background O F This Studymentioning

confidence: 99%

See 1 more Smart Citation

Styles of Categorization and Their Intellectual and Personality Correlates in Young Children

Sigel¹,

Jarman²,

Hanesian³

1967

Human Development

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Section: Discussionsupporting

confidence: 93%

Section: Background O F This Studymentioning

confidence: 99%

Styles of Categorization and Their Intellectual and Personality Correlates in Young Children

Sigel¹,

Jarman²,

Hanesian³

1967

Human Development

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“…It would be useful to explore relations between coping systems and types of cognitive style and control. Is there any relationship or commonality, for example, between paranoid " over-centering" and the analytic cognitive style of Kagan, Moss and Sigel (1963) or the focusing style o fSantostefano and Paley (1964)? Is the first possibly an extreme polari zation of these latter styles?…”

Section: W Fowlermentioning

confidence: 99%

Dimensions and Directions in the Development of Affecto-Cognitive Systems

Fowler¹

1966

Human Development

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“…The child, in order to perform them successfully, if> not asked how things relate to one another, to make a story out of them. Some psychologists, for example, Kagan (1963) have discussed the implication 3 of these skills for individual cognitive style.…”

mentioning

confidence: 99%

Teaching reading with stories vs. cognitive hierarchy

Fuller¹

2013

Per Ling.

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Suggestopedia emphasizes the use of interesting stories as vehicles for teaching classroom material such as reading or arithmetic. Independent support for this notion comes from the work of the author in teaching reading via stories in the Ball-Stick-Bird method.Suggestopedagogiek benadruk die gebruik van interessante stories as boustof by die onderrig van byvoorbeeld lees en wiskunde. Steun vir die sienswyse kom van die skrywer van hierdie artikel waarin die resultate bespreek word van die onderrig van lees met behulp van die "Ball-Stick-Bird"-metode.A few years ago at a meeting as part of a symposium on the Ball-Stick-Bird reading method, several of us presented data on the unexpected success of the method in teaching severely retarded students to read with comprehension. Unexpected as these results were, what was even more surprising was that they were achieved with a system intended for the superior-not the retarded. Although Ball-Stick-Bird simplifies the mechanics of reading in a number of different ways, for example, by showing how each letter of the alphabet can be made with three basic forms-a circle (ball), a line (stick), and an angle (bird), it emphasizes the abstract process of comprehension. Word building begins with the presentation of the second letter, and the stories start after the fourth letter. To deal with the vagaries of English spelling, the student is taught "code approximation". He is told that the letters of the alphabet represent a sloppy code. The only way he can be sure of the exact sound of a particular letter is to see if it makes a word that is sensible in the sentence or the paragraph. "Code approximation", in 20th century jargon, requires intellectual feedback (Fuller 1974(Fuller , 1975.The method had been designed for superior children who, however, have poor auditory and visual memories, along with a superior capacity for abstraction. The method was therefore considered 2 beyond the intellectual capacity of the retarded. Only by chance was it tried on a retarded population.It all began when we tested the alphabet innovation on a group of severely retarded subjects who had been exposed to a multitude of reading systems but who, in spite of every type of intervention, had not learned even the alphabet. Not unexpectedly, we found that teaching the alphabet by showing how it can be composed with the three basic forms did indeed produce more learning than usual procedures. ThiS-is where I expected the experiments to end. But the psychologists who had done the alphabet experiments, being young and inexperienced, wanted to try the complete method, including "code approximation", on a severely retarded population. For a whole year, they lobbied before I agreed-restricting their experimentation to three patients. Much to my surprise, but not to that ofthe inexperienced psychologists, the three retarded subjects, and the many subsequent ones, le

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Psychological Significance of Styles of Conceptualization

Cited by 260 publications

References 18 publications

Styles of Categorization and Their Intellectual and Personality Correlates in Young Children

Styles of Categorization and Their Intellectual and Personality Correlates in Young Children

Dimensions and Directions in the Development of Affecto-Cognitive Systems

Teaching reading with stories vs. cognitive hierarchy

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