Teacher Education, Educational Leadership & Policy ETDs

Publication Date

10-1978

Abstract

The study presents a review of the literature on cognitive styles, both in relation to the literature which deals with the field as a whole and in relation to specific research literature on the four major studies of cognitive styles: 1) H.A. Witkin on field independence/dependence; 2) Jerome Kagan on reflection/impulsivity; 3) R.W. Gardner and G.S. Klein on cognitive control; and 4) James Bieri on cognitive complexity. The major theses and lines of study are presented for each of theses major studies on cognitive style and their approaches to cognitive style compared. The literature which deals with the field as a whole is examined in terms of its presentation of the background and theoretical orientation of the various research efforts, and attempts to classify or categorize the different cognitive styles according to some type of model are noted.

Several fundamental questions are raised in regard to the relation of cognitive styles research to educational theory and practice. The first question, which serves as a touchstone throughout the first two chapters, deals with the extent to which the literature presents evidence for cognitive styles as a structural reality of cognitive functioning. After a review of both the literature on the field as a whole and on the four major studies of cognitive styles, the following was concluded: 1) no clear-cut model concerning the nature of cognitive style functioning can be made on the basis of present research; and 2) that cognitive styles can perhaps be described as indicating a range of cognitive performances on a number of selected scales which show normal distribution in the population.

The second fundamental question deals with the relation of cognitive style research to individual differences and educational practice. In the final chapter it is suggested that further research of the relation of cognitive styles to intelligence, ability, and learning needs is needed. In addition, research on the task requirements and situational constraints of the various test of cognitive differences by matching cognitive style with instructional mode is discussed. It is suggested that closer attention should be given to two specifics of pedagogy: 1) what are the goals of instruction? And 2) what skills does the student have or need to have to attain such goals?

Document Type

Thesis

Language

English

Degree Name

Elementary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Leroy Ignacio Ortiz

Second Committee Member

Vera Polgar John-Steiner

Third Committee Member

Marlis Eckles Mann

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