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Cognitive Style As A Factor Affecting Task Based Reading Comprehension Test Scores
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Book Synopsis Cognitive Style as a Factor Affecting Task-Based Reading Comprehension Test Scores by : Mohammad Ali Salmani-Nodoushan
Download or read book Cognitive Style as a Factor Affecting Task-Based Reading Comprehension Test Scores written by Mohammad Ali Salmani-Nodoushan and published by . This book was released on 2005 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: For purposes of the present study, it was hypothesized that field (in)dependence would introduce systematic variance into Iranian EFL learners' overall and task-specific performance on task-based reading comprehension tests. 1743 freshman, sophomore, junior, and senior students all majoring in English at different Iranian universities and colleges took the Group Embedded Figures Test (GEFT). The resulting 582 Field-Independent (FI) and the 707 Field-Dependent (FD) students then took the 1990 version of the IELTS. Using SPSS commands for collapsing continuous variables into groups, and subjects' IELTS scores (based on 25, 50, 75 percentiles), four proficiency groups were identified for each kind of cognitive styles. From each proficiency group, 36 FD and 36 FI subjects were selected through a matching process. The resulting sample of 288 subjects took the Task-Based Reading Test (TBRT) designed for the study. The results of data analysis revealed that subjects' cognitive styles resulted in a significant difference in their overall test performance in proficient, semi-proficient, and fairly proficient groups, but not in the low-proficient group. The findings also indicated that cognitive style resulted in a significant difference in subjects' performance of true-false, sentence completion, outlining, skimming, and elicitation tasks in all proficiency groups. (Contains 15 tables and 2 figures.).
Book Synopsis The Influence of Cognitive Style and Intelligence Variables in Aided Reading Comprehension by : Kenneth M. Smith
Download or read book The Influence of Cognitive Style and Intelligence Variables in Aided Reading Comprehension written by Kenneth M. Smith and published by . This book was released on 1973 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognition, Education, and Deafness by : David S. Martin
Download or read book Cognition, Education, and Deafness written by David S. Martin and published by Gallaudet University Press. This book was released on 2003 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Now available in paperback; ISBN 1-56368-149-8"
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.
Book Synopsis The Relationship Between Cognitive Style and a Reading Comprehension Task by : Shelby J. Barrentine
Download or read book The Relationship Between Cognitive Style and a Reading Comprehension Task written by Shelby J. Barrentine and published by . This book was released on 1983 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Language in Context by : Alice Omaggio Hadley
Download or read book Teaching Language in Context written by Alice Omaggio Hadley and published by Heinle & Heinle Pub. This book was released on 2001 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: TEACHING LANGUAGE IN CONTEXT, THIRD EDITION is the essential methods text for anyone teaching or learning to teach a foreign language. TEACHING LANGUAGE IN CONTEXT combines an updated, comprehensive, readable review of the literature, a thorough bibliography, and sample activities and approaches that effectively model the methodology.
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:
Book Synopsis Resources in Women's Educational Equity by :
Download or read book Resources in Women's Educational Equity written by and published by . This book was released on 1977 with total page 592 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 1973 with total page 1006 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Cognitive Style and Preferences in School Tasks by : Sarah Marjorie Dinham Hervey
Download or read book Cognitive Style and Preferences in School Tasks written by Sarah Marjorie Dinham Hervey and published by . This book was released on 1966 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1995 with total page 980 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 1991-10 with total page 624 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis Language and Language Behavior Abstracts by :
Download or read book Language and Language Behavior Abstracts written by and published by . This book was released on 1967 with total page 862 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Abstracts of the world's literature in linguistics and language-related research, book abstracts, book review listings, and enhanced bibliographic citations of relevant dissertations." Related disciplines such as anthropology, education, ethnology, information science, medicine, and communications are covered. Also includes some reference to papers in publishedconference proceedings.
Book Synopsis Task-Based Language Teaching by : Rod Ellis
Download or read book Task-Based Language Teaching written by Rod Ellis and published by Cambridge University Press. This book was released on 2019-10-17 with total page 435 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive account of the research and practice of task-based language teaching.
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 The Influence of Cognitive Style and Intelligence Variable in Aided Reading Comprehension by : Kenneth M. Smith
Download or read book The Influence of Cognitive Style and Intelligence Variable in Aided Reading Comprehension written by Kenneth M. Smith and published by . This book was released on 1973 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: