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Peer reviewedRollins, Howard A., Jr.; Genser, Lynne – Journal of Educational Psychology, 1977
Third and fourth grade boys classified as impulsive, reflective, fast/accurate and slow/inaccurate responded to matching tasks varying in the number of dimensions involved. Reflective children performed better on the task with fewer dimensions, while impulsive children were better on the task with many dimensions. (JKS)
Descriptors: Cognitive Style, Conceptual Tempo, Elementary Education, Elementary School Students
Peer reviewedShapson, Stanley M. – Journal of Educational Psychology, 1977
The relationship between cognitive style and hypothesis-testing behavior was studied in 46 third grade children. It was found that field independent children process information more efficiently and according to a perfect focusing model. Efforts to enhance the information processing of field dependent children were described. (GDC)
Descriptors: Cognitive Style, Concept Formation, Elementary Education, Grade 3
Peer reviewedWicker, Frank W.; And Others – Journal of Educational Psychology, 1978
Two types of instruction were emphasized in the solution of insight problems. One study directed subjects to reformulate their initial view of the problem to avoid unnecessary assumptions about it; another required visualization of problem components. Results indicated that reformulation instructions contributed to performance, but visualization…
Descriptors: Cognitive Style, Conceptual Schemes, Higher Education, Logical Thinking
Peer reviewedPhye, Gary D. – Journal of Educational Psychology, 2001
Mayer and Wittrock (1996) have raised the specificity-generality issue as it applies to the teachable aspects of problem-solving transfer. Simply put, do the instructional practices that foster more efficient acquisition-learning of problem-solving strategies automatically foster more efficient problem-solving transfer? On the basis of the present…
Descriptors: Cognitive Style, Concept Mapping, Learning Processes, Learning Strategies
Peer reviewedKyllonen, Patrick C.; And Others – Journal of Educational Psychology, 1984
Relations among aptitude, spatial task solution strategy, and task performance were explored through mathematical models of performance latency. Different models fit different subjects on each of three task steps (encoding, synthesis, and comparison), suggesting that different subjects used different strategies for solving the same items. Aptitude…
Descriptors: Cognitive Style, Comparative Analysis, Encoding (Psychology), Higher Education
Peer reviewedKalyuga, Slava; Chandler, Paul; Tuovinen, Juhani; Sweller, John – Journal of Educational Psychology, 2001
Interactions between levels of learner knowledge in a domain and levels of instructional guidance were investigated. Inexperienced trade apprentices were presented with either worked examples to study or problems to solve. On subsequent tests, inexperienced trainees benefited most from worked examples. With more experience in the domain, worked…
Descriptors: Cognitive Style, Concept Mapping, Evaluative Thinking, Knowledge Level
