Matching Teachers' and Students' Cognitive Styles

Saracho, Olivia N.

doi:10.1080/03004430303097

Cited by 36 publications

(48 citation statements)

References 46 publications

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“…In contrast, FI individuals are more analytical and are more apt to perceive one aspect of the environment as discrete from the surrounding environment (Saracho, 2003;Witkin et al, 1977). These tendencies allow them to sort through information and to ignore misleading cues.…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 96%

“…They prefer to rely on external sources of content in their approach to solving problems and sometimes this external information can be misleading. They tend to focus on social aspects of situations, are well-attuned to social cues, and favour being with people (Johnson et al, 2000;Saracho, 2003;Witkin, Moore, Goodenough, & Cox, 1977). Thus they have a more external orientation and tend to approach learning from an observer perspective (Saracho, 2003).…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

“…Cognitive style is an individual's preferred approach to solving a problem and is distinct from intellectual competence (Saracho, 2003;Waber, 1989). Cognitive style captures qualitative differences in the ways that people organize and process information and the sorts of problems that are most compatible with their style (Bialystok, 2001).…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

“…FI persons tend to set themselves aside from the environment and have a more impersonal orientation. They tend to approach learning by testing hypotheses (Saracho, 2003).…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

“…Individuals are positioned along the FD/I continuum, with FI and FD at the end poles (Saracho, 2003;Khodadady & Zeynali, 2012, Meng et al, 2012. It should be noted that the FD/I dimension is meant to be value-neutral (Chapelle & Green, 1992;Johnson et al, 2000).…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

See 4 more Smart Citations

Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Prior

Fujise

Fenwick

2014

IJL

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The study examines the relationship between Japanese students' uses of the English non-generic definite article and the cognitive style of field dependence/independence. According to a model by Liu and Gleason (2002), the non-generic definite article consists of four types: textual, structural, situation, and cultural. We examined whether the first three types, which involve analysis of grammatical rules, may be easier to learn for field independent learners who are more analytical. We also investigated whether cultural use, which is largely based on social convention, may be easier for field dependent individuals International Journal of Linguistics ISSN 1948-5425 2014 www.macrothink.org/ijl 218 who have a more interpersonal orientation. Twenty-seven Japanese students studying in Canada completed a non-generic definite article test that involves filling in missing obligatory instances of the, the Group Embedded Figures Test that measures field dependence/independence, and four batteries of the Woodcock-Munoz Language SurveyRevised that together provide a measure of broad English ability. Textual and structural use were positively associated with a field independent style, over and above broad English ability. Other correlations were non-significant. Results are interpreted according to the type of cognitive learning required by the textual and structural uses of the and why these may be facilitated by a field independent orientation.

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Section: Field Dependence/independence (Fd/i)mentioning

confidence: 96%

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

“…FI persons tend to set themselves aside from the environment and have a more impersonal orientation. They tend to approach learning by testing hypotheses (Saracho, 2003).…”

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

Section: Field Dependence/independence (Fd/i)mentioning

confidence: 99%

See 3 more Smart Citations

Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Prior

Fujise

Fenwick

2014

IJL

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21 Leerstijlen: een nieuw concept voor revalidatie

Smits¹,

Verschuren²

2012

Jaarboek Fysiotherapie Kinesitherapie 2012

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Event-related potentials in adolescents with different cognitive styles: field dependence and field independence

et al. 2011

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Field dependence/independence (FD/FI) is an important dimension of personality and cognitive styles. Different ability in mobilizing and/or allocating mental-attentional capacity was considered to be the most possible explanation for the FDI cognitive style. Many studies on characterizing the functional neuroanatomy of attentional control indicated the existence of a dissociable sub-process of conflict-monitoring and "cognitive control" system. However, little was known about it. We might dissociate "cognitive control" system from conflict processing by taking advantage of the variable of the FDI cognitive style. In addition, essentially cognitive styles (FDI) are often widely studied in psychological and educational fields, but hardly in neuroscience. We speculated that ERP components could help to explain the difference between how FD and FI individuals process information. The purpose of the reported study was to explore the possible relation between the "cognitive control" system and the conflict processing system during stimulus-matching task. We first characterized the standard FD/FI of senior-high-school Han students in grade two in Beijing, China, based on 160 students with similar age, education, living and cultural background. Twenty-six adolescents were selected and divided into two groups (extreme FD group and extreme FI group) according to their Group Embedded Figures Test (GEFT) results (FD: 5-8; FI: 17-19). They were tested on both Wechsler Adult Intelligence Scale (WAIS) and stimulus-matching task. ERP was measured while the subjects performed the stimulus-matching tasks by categorizing two figures that were presented sequentially either as a match (same shape) or as a conflict (different shape) conditions. The results showed that the mean amplitude of N270 in FI group was higher relative to that in FD group at nearly all centrofrontal areas in the conflict condition. We conclude that the FDI cognitive styles could influence the conflict processing by the "cognitive control" system due to the different abilities of FD and FI subjects in mobilizing and/or allocating attentional resources, which can be indexed by N270.

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Matching Teachers' and Students' Cognitive Styles

Cited by 36 publications

References 46 publications

Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

Acquisition of the Non-Generic Definite Article in English: The Influence of Cognitive Style

21 Leerstijlen: een nieuw concept voor revalidatie

Event-related potentials in adolescents with different cognitive styles: field dependence and field independence

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