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A Comparative Analysis Of The Cognitive Style Of Parents And Children As Measured By The Sigel Cognitive Style Tests
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Book Synopsis A Comparative Analysis of the Cognitive Style of Parents and Children as Measured by the Sigel Cognitive Style Tests by : Kathleen Petteway Tyler
Download or read book A Comparative Analysis of the Cognitive Style of Parents and Children as Measured by the Sigel Cognitive Style Tests written by Kathleen Petteway Tyler and published by . This book was released on 1976 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1982 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Strengths of the Disadvantaged by : Venita Kaul
Download or read book Strengths of the Disadvantaged written by Venita Kaul and published by Northern Book Centre. This book was released on 1989 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the author’s doctoral dissertation, the book makes an emphatic plea for a strength-based educational strategy for disadvantaged primary grade children. In this context it focusses on some cognitive and socio-emotional strengths of these children and suggests ways in which these can be capitalized upon in the teaching-learning situation to make the learning process more effective for them. A highlight of the book is a stimulating foreword by the internationally acknowledged, eminent Indian psychologist, Prof. Durganand Sinha. Other highlights include an exhaustive review of researches both from India and abroad on six major variables—field dependence, creativity, visual modality preference, cooperation, dependency and delay of gratification which provides excellent resource material for researchers and students of Child Development and Educational Psychology. Also of interest are a set of informative case studies of two contrasting groups of high and low achieving children from the resettlement colonies of Delhi which offer revealing insights regarding priorities in child rearing and their relationship with school achievement.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1982 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 882 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive Style by : Kenneth M. Goldstein
Download or read book Cognitive Style written by Kenneth M. Goldstein and published by John Wiley & Sons. This book was released on 1978 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis DEVELOPMENT OF A TEST TO MEASURE COGNITIVE STYLE IN CHILDREN. by :
Download or read book DEVELOPMENT OF A TEST TO MEASURE COGNITIVE STYLE IN CHILDREN. written by and published by . This book was released on 1979 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive Styles and Learning Strategies by : Richard Riding
Download or read book Cognitive Styles and Learning Strategies written by Richard Riding and published by Routledge. This book was released on 2013-10-23 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1998. This book deals with what may well turn out to be the missing element in the study of individual differences - cognitive style. Its intention is to distinguish between, and integrate, the research attempts, particularly over the past half century, to make sense of style differences. In several respects this book is unique in that it contains material that is not covered in any other and draws together the various aspects of psychology relevant to the study of individual differences. It is in this sense both a textbook and a source of reference for many professionals working in a range of contexts. The content of the book has relevance for a wide audience.
Download or read book Resources in education written by and published by . This book was released on 1987 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A methodological and developmental investigation of Sigel's cognitive style test by : Albert J. Davis
Download or read book A methodological and developmental investigation of Sigel's cognitive style test written by Albert J. Davis and published by . This book was released on 1969 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive Style and Early Education by : Olivia N. Saracho
Download or read book Cognitive Style and Early Education written by Olivia N. Saracho and published by Routledge. This book was released on 1990 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
Book Synopsis Effects of Parental Education and the Cognitive Style of Child Education by : Ferenc Margitics
Download or read book Effects of Parental Education and the Cognitive Style of Child Education written by Ferenc Margitics and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ways we think about the world, about ourselves and our personal relations are largely determined by our cognitive schemes, cognitive styles. These cognitive schemes, cognitive styles appear in early childhood, and parents have a decisive role in the learning process. This book examines the parental influence on cognitive styles and through it, to the way of thinking and personal relations of mentally healthy individuals. Also discussed herein are the parental educational influences that impede the individual in adequate adaption to reality.
Book Synopsis A Methodological and Developmental Investigation of Siegel's Cognitive Style Test by : Albert Joseph Davis
Download or read book A Methodological and Developmental Investigation of Siegel's Cognitive Style Test written by Albert Joseph Davis and published by . This book was released on 1969 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Analysis of Cognitive Profiles Obtained by Utilizing a Student Self-assessment Instrument and the Educational Science of Cognitive Style by : Charles Eugene Coddington
Download or read book A Comparative Analysis of Cognitive Profiles Obtained by Utilizing a Student Self-assessment Instrument and the Educational Science of Cognitive Style written by Charles Eugene Coddington and published by . This book was released on 1980 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Cognitive Styles and Cognitive Developmental Styles by : Elizabeth Shepard
Download or read book The Relationship Between Cognitive Styles and Cognitive Developmental Styles written by Elizabeth Shepard and published by . This book was released on 1985 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This investigation is aimed at assessing any possible interaction between three cognitive styles; impulsivity/ reflectivity, field independence/field dependence, and in ternal/external locus of control, and Jean Piaget's cognitive status. Cognitive styles refer to the consistent way in which people organize and process all experiences and information, and which determine their modes of problem-solving, thinking, remembering, and perceiving the world around them. Locus of control is therefore, defined as the degree to which individuals perceive rewards and punishments as stemming from their own actions or whether conseauences are controlled by external forcers or significant others. According to Lefcort (1976), who organized the results of scores of investigations, internals achieve more in school, resist the influence of others, and are more able to defer gratification than their external counterparts, and Roberts (1971) found positive correlations between reading achieve- ment and mathematic achievement in those individuals who are internally controlled, Impulsivity/reflectivity refers to the manner in which individuals respond to alternative hynotheses. Impulsive in-dividuals tend to offer the first answer that comes to them, while reflective individuals tend to ponder the various al ternatives before choosing an answer. Kagan, 1965b, Kagan, Pearson, and Welch, 1966a, found reflective children to score better on tasks involving visual discrimination, serial recall, inductive reasoning, and reading in the primary grades, than impulsive children, Tyler (1978) reports that reflective children do better on tests of intelligence and school work, than do impulsives (based on a study by Meichenbaum and Goodman, 1969). Attempts to modify conceptual tempo have been met with some success. These strategies include forced delays, reinforcing longer latencies, modeling and teaching reflective scanning strategies. Field independence/field dependence refers to the extent that individuals are able to differentiate figures as discrete from their backgrounds and differentiate objects from embedded figures. Field independent people also perceive an upright position with reference to axis in the prevailing visual field. Field dependent persons, on the other hand, experience and perceive cognitive situations in a global and undifferentiated fashion. Of considerable interest is the characteristics of those who are field independent and field dependent. Field independent individuals, according to Tyler (1974), tend to be more aware of inner experiences, more active in dealing with their environments, and are more in control of their own impulses, and are not as "people" oriented in their career choices, etc. Field dependent persons, on the other hand, tend to accept their environment rather passively, lack a clear self-identity, and tend to go along with what others think and do. According to Goodman (1976), field independent persons also analyze and search for revelant cues, while field dependent persons adopt a "spectator" role, looking passively at the stimuli presented. Piaget's developmental theory deals with every aspect of an individual's perception of the world, but the aspect of his theory, which is dealt with in this study, is his description of the cognitive development of individuals. Cognition refers to all mental activity, perception, memory and thought, through which knowledge of one's world is attained. During the state of concrete operations, the child ac-quires the ability to conceive, classify, seriate and to deal with numbers. The concrete child is able to identify revelant variables, contradictions, but cannot think theoretically about that which cannot be directly observed. Likewise, the formal operational child is able to formulate theoretical laws, and they possess adult-like reasoning skills. The majority of literature relating cognitive styles and cognitive developmental status has made comparisons at the formal operational level, and were very contradictory in their findings. What was found, was significant differences in problem-solving tasks, permutation tasks, and cognitive tasks in favor of those individuals who are field independent and reflective. Piaget's theory has helped teachers more fully understand the individual differences in the attainment of concepts of their students. The subjects of the present study were children whose mental ages ranged from 7.0 to 12.11. They were given the Children's Embedded Figures Test (or a measure of field in- dependence/field dependence, the Matching Familiar Figures Test for impulsivity versus reflectivity, the Nowichi-Strickland Scale of Internal versus External Control), and various Piagetian cognitive tasks for a measure of cognitive status. Statistical analysis of the data resulted in support of the null-hypothesis; the lack of positive significant corre-lations between [scores] on the Matching Familiar Figures Test (impulsivity versus reflectivity), and the Nowichi-Strickland Scale of Internal versus External Control, and cognitive developmental status, but supported, the hypothesis for the children's scores on the Embedded Figures Test as compared to scores of the cognitive developmental tasks. That meant, that children who obtained high scores on the Piagetian tasks, proved to be more field independent than those obtaining lesser scores. More research is needed in the area of cognitive style versus cognitive status to enable parents and educators to more fully understand the individual learning process and to enhance the attainment of skills"--Document.
Book Synopsis Parental Belief Systems by : Irving E. Sigel
Download or read book Parental Belief Systems written by Irving E. Sigel and published by Psychology Press. This book was released on 2014-02-25 with total page 531 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the topic of parent beliefs, or parent cognition, has increased tremendously since the original publication of this volume in 1985. For this revised second edition, the editors sought to reflect some of the new directions that research on parent cognition has taken. By offering a greater variety of topics, it gives evidence of the intellectual concerns that now engage researchers in the field and testifies to the expanding scope of their interests. Although a unique collection because it reflects the diversity that exists among major researchers in the field, it evinces a common theme -- that the ideas parents have regarding their children and themselves as parents have an impact on their actions. This emphasis on parents' ideas shifts the focus on sources of family influence to ideas or beliefs as determinants of family interactions. The implication of this way of thinking for practitioners is that it suggests the shift to ideas and thoughts from behavior and attitudes.