Styles of Categorization and Reading Disability

Serafica, Felicisima C.; Sigel, Irving E.

doi:10.1080/10862967009546885

Cited by 10 publications

(2 citation statements)

References 15 publications

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“…But the results turned out partially otherwise. This may be because the descriptive-whole response is an inference based on observable stimulus characteristics, as Serafica and Sigel (1970) have suggested. It is this very tendency to be imaginative or inferential about that which is visible that most Chinese lack.…”

Section: International Journal Of Psychology -Journal International Dmentioning

confidence: 99%

A Cross-Cultural Comparison of Cognitive Styles in Chinese and American Children

Chiu

1972

International Journal of Psychology

285

204

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Une épreuve adaptée du Sigel Cognitive Style Test a été appliquée à 316 élèves américains et 221 élèves chinois (Taiwan) du quatrième et cinquième degré de l'école élémentaire. Il était supposé que, par rapport à leurs condisciples chinois, les écoliers américains obtiendraient des résultats 1) supérieurs pour le style descriptif‐analytique; 2) inférieurs pour le style descriptif‐global; 5) inférieurs pour le mode relation‐contexte; 4) supérieurs pour le style inférence‐catégorie. Les résultats ont confirmé les hypothèses (1), (3) et (4) pour les deux niveaux scolaires et pour les garçons aussi bien que les jeunes filles. On a pu conclure que les élèves chinois ont préféré catégoriser les stimuli selon leur interdépendance ou leurs rapports, tandis que les sujets américains ont classifié les stimuli d'après les caractéristiques inférées de ces stimuli, en analysant les composantes observables de l'assemblage‐stimulus.

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Section: International Journal Of Psychology -Journal International Dmentioning

confidence: 99%

A Cross-Cultural Comparison of Cognitive Styles in Chinese and American Children

Chiu

1972

International Journal of Psychology

285

204

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“…Reading has long been regarded as a reasoning process (e.g., Thorndike, 1917) and many studies from diverse perspectives have indicated that a central activity of reading is concept formation (Kress, 1956;Braun, 1963;Reid, 1966;Serafica and Sigel, 1970;Downing, 1971-2) or problem solving (Wirtenberg and Faw, 1975;Francis, 1977;Watson, 1977). Goodman's (1970) influential view of reading as "a psycholinguistic guessing game" implies a similar kind of reasoning activity.…”

mentioning

confidence: 98%

Multiple Seriation and Learning to Read

Watson¹

1979

Australian Journal of Education

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In order to investigate the reasoning capacities involved in learning to read, a Test of Multiple Seriation (from Piaget) was developed with an alpha reliability of .76. Problems of an earlier test used by Lunzer, Dolan and Wilkinson (1976) are discussed. The results show that Word Recognition and Reading Comprehension at year 4 (age 9) correlate significantly with multiple seriation (.49 and .56 respectively). Evidence that this relationship is relatively independent of I.Q. is presented. The nature of reading as a serial ordering task, some implications for instruction and further unresolved issues, are discussed.Reading has long been regarded as a reasoning process (e.g., Thorndike, 1917) and many studies from diverse perspectives have indicated that a central activity of reading is concept formation (Kress

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Strategies of bilingual teaching

Downing¹

1978

Int Rev Educ

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Styles of Categorization and Reading Disability

Cited by 10 publications

References 15 publications

A Cross-Cultural Comparison of Cognitive Styles in Chinese and American Children

A Cross-Cultural Comparison of Cognitive Styles in Chinese and American Children

Multiple Seriation and Learning to Read

Strategies of bilingual teaching

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