Results of a study of the effects of negative criticism indicated that group criticism reduces the cognitive performance of college students. (DR)

"Thinking while teaching" was explored in a case study of teaching styles at an elementary school. Data were collected by stimulated recall interviews, classroom observation, and pupil sort tasks. The data suggested a high correlation between teachers' observable behavior and cognitive processes. (Author/JKS)

This critique of James Gallagher's Topic Classification System (TCS), a tool of categorizing teacher-pupil classroom interaction, suggests revision of the system asking for more complete analysis of the data obtained with it, but recommends its use in future investigations especially in view of its organization and the "unique elements"…

Teachers'"inflight" decisions were investigated by recording those cues in the classroom to which teachers responded. Through stimulated recall interviews, it was found that the cues teachers noticed and based decisions upon were global and tended to adhere closely to the traditional recitation model of teaching. (Author/JKS)

The import of cognitive style research for educational problems and research is discussed. Topics covered include a definition of "cognitive style," particularly "field dependence/independence," individual differences in personal characteristics associated with differences in perceptual mode (field independence) relevance of…

This document examines the differences of cognitive styles and how they pertain to student performance and effective teaching. Persons identified as "field-dependent" people are particularly attuned and differentially attend to the social dimensions of their environment. Due to this orientation, these persons appear to be more skillful at learning…

The present Topic Classification System (TCS) developed out of a 7-year period of research and supplements an earlier system (Aschner, Gallagher, 1965). The purpose of the system is to indicate 1) level of conceptualization (data, concept, or generalization); 2) the style of thinking (activity, description, explanation, evaluation-justification,…

Interactive decision making (IDM) refers to teachers' selection and rejection of alternative courses of action during instruction. Previous research indicates that teachers report making interactive decisions when their plans are disrupted. A study generated hypotheses about teachers' IDM using the grounded theory approach--an inductive system for…

Psycho-epistemology provides a framework for this study on interrelationships among teachers, subject matter, and learners. Chapter 1 presents the polemics that lead to the problem, including sections on educational divergence, the noncumulative nature of knowledge in education, the divergence of opinion regarding the "best" teaching and…

This paper describes an instrument designed to yield quick and reliable data on cognitive processes in classroom interactions; techniques of applying the instrument to classroom situations; findings on the reliability of the instrument; and implications for its uses as a research instrument or, when coupled with the paradigms developed by Nelson,…