Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children

Riding, Richard; Smith, Emma May

doi:10.1080/0305569840100307

Cited by 3 publications

(4 citation statements)

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“…The content of the task itself may mediate the type of gender by style interaction produced. If the content of the task for this study is analysed it may be concluded that the tasks are spatial imagery tasks.However, tasks in the previous studies were either verbal or numerically based (Riding & Armstrong, 1982;Riding & Borg, 1987;Riding & Cowley, 1986;Riding & Dyer, 1983;Riding & Egelstaff, 1983;Riding & Rigby-Smith, 1984 Contrary to the male results, female imagers performed best for both high and low memory.For English the convergence was seen for females. Low memory imagers performed better than verbalisers, but the reverse was true for high memory subjects.…”

contrasting

confidence: 46%

“…However, tasks in the previous studies were either verbal or numerically based (Riding & Armstrong, 1982;Riding & Borg, 1987;Riding & Cowley, 1986;Riding & Dyer, 1983;Riding & Egelstaff, 1983;Riding & Rigby-Smith, 1984 Contrary to the male results, female imagers performed best for both high and low memory.…”

contrasting

confidence: 46%

“…Previous studies (Riding & Armstrong, 1982;Riding & Cowley, 1986;Riding & Rigby-Smith, 1984;Riding et al, 2001) that have shown interactions between gender and verbal imagery style for verbal tasks have indicated that male verbalisers do well, as do female imagers. This study indicates that this may only hold true for verbal tasks that allow sufficient processing time, with the reverse effect being observed when processing time is reduced or restricted.…”

Section: Discussionmentioning

confidence: 99%

“…Gender and cognitive style have been shown to interact to mediate task outcome (Riding & Armstrong, 1982;Riding & Boardman, 1983;Riding & Borg, 1987;Riding & Cowley, 1986;Riding, Dahraei, Grimley & Banner, 2001;Riding & Egelstaff, 1983;Riding & Rigby-Smith, 1984). These interactions tend to involve gender and the verbal imagery dimension with outcome varying according to type of task performed.…”

Section: Gender By Cognitive Style Interactionsmentioning

confidence: 99%

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An Exploration of the Interaction between Speech Rate, Gender, and Cognitive Style in their Effect on Recall

Grimley

2007

Educational Psychology

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This paper explores how the interaction between cognitive style, gender and type of task predict task outcome, particularly when presentation speed is varied. A sample of 91 11-yearold pupils the Cognitive Style Analysis. Pupils were assigned to one of two groups balanced for gender and cognitive style. Group 1 listened to a recording of a passage presented at 84wpm; group two listened to the same passage at 197wpm. Pupils were then required to comprehend and recall information from the passage that required assimilation of distantly positioned information. Male verbalisers and female imagers performed well in the slow condition but poorly in the fast condition. Female verbalisers showed improved performance in the fast condition. Results indicated that the interaction between verbal imagery style and gender predicts the outcome of verbal tasks, especially when processing speed was restricted.These results support differences in information processing between genders and also suggest that this processing is mediated by verbal imagery cognitive style.Keywords: Cognitive Style, Processing Speed, Gender, Verbal Imagery, Informationprocessing This paper considers cognitive style and its interactions with gender for mediating task outcome. In particular it investigates the effect of reductions in processing time for a 2 2 verbal comprehension task and its effect on outcome for different cognitive style by gender groupings. This study builds on an initial study by Riding and Vincent (1980) that demonstrated that males and females processed information differently when assimilating distantly linked verbal material presented at differing speeds. The original study did not assess cognitive style or any interactions that cognitive style may have had with gender which may be an important factor in explaining why males and females process information of this type differently. More recently studies have indicated that cognitive style, namely verbal imagery style and gender interact differently for different tasks to mediate outcome (Riding & Armstrong, 1982;Riding & Boardman, 1983;Riding & Borg, 1987;Riding & Cowley, 1986;Riding, Dahraei, Grimley & Banner, 2001;Riding & Egelstaff, 1983; Riding & RigbySmith, 1984). In addition, this paper assimilates neuropsychological findings for cognitive style and gender differences in an attempt to explain these interactions. Cognitive Style and its Assessment.Riding and Rayner (1998) define cognitive style as "an individual's preferred and habitual approach to organising and representing information" (p11). Cognitive style can be viewed as a relatively stable and fixed attribute of an individual, which is mirrored by individual brain correlates for individuals of differing styles (Glass and Riding, 1999;Riding, Glass, Butler & Pleydell-Pearce, 1997;Riding, Glass & Douglas, 1993). Riding and Cheema (1991) and Riding and Rayner (1998) suggest that style can be described by two distinct dimensions and that these dimensions reflect a number of style labels conceptualised within the ...

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contrasting

confidence: 46%

contrasting

confidence: 46%

Section: Discussionmentioning

confidence: 99%

Section: Gender By Cognitive Style Interactionsmentioning

confidence: 99%

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An Exploration of the Interaction between Speech Rate, Gender, and Cognitive Style in their Effect on Recall

Grimley

2007

Educational Psychology

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Reading Research in Great Britain — 1984

Goodacre¹

1986

Reading

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Individual Differences and Web-Based Learning

Grimley

Riding

2009

Cognitive and Emotional Processes in Web-Based Education

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This chapter considers a range of individual difference variables that have potential relevance to specifically designed Web-based learning packages. These include: cognitive style, working memory efficiency, anxiety, gender, and current knowledge. It discusses, in general terms, the conditions under which the variables are important, and the potential interaction between them in affecting learning performance. The roles of the variables within the context of Web-based learning are then examined. It is argued that technical developments in computer technology that allow materials that can accommodate learning preferences by responding to the student’s choices and learning performance combined with a better psychological understanding of individual differences in learning should result in improved educational effectiveness.

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Reading Accuracy as a Function of Teaching Strategy, Personality and Word Complexity in Seven‐year‐old Children

Cited by 3 publications

References 20 publications

An Exploration of the Interaction between Speech Rate, Gender, and Cognitive Style in their Effect on Recall

An Exploration of the Interaction between Speech Rate, Gender, and Cognitive Style in their Effect on Recall

Reading Research in Great Britain — 1984

Individual Differences and Web-Based Learning

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