Cognitive style differences within an analytical curriculum: Examples of success and nonsuccess

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Ang Chen, Professor (Creator)
Catherine D. Ennis, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This research was conducted to examine field dependence/independence cognitive style differences exhibited by young children. In analytically-oriented movement education curricula. It was hypothesized that an analytical focus demands mental energy, memory storage/retrieval capacity, and cognitive flexibility that are especially challenging for field-dependent children. The behaviors of field-dependent (FD) and field independent (FI) children were videotaped within the natural school context. Examples of success and nonsuccess were examined using the critical incident technique to compare the teacher's directions and comments with FD or FI students' performances. Results suggested that FI children experienced success 76.6% of the time, while FD children were successful 46.6%. Teachers permitted FI children to respond to questions and take part in demonstrations more frequently that FD children. FD children's behavioral responses to complex problem solving situations are discussed.

Additional Information

Early Child Development and Care, 74, 123-134.
Language: English
Date: 1991
Cognition, Young children, Physical education, Evaluation, Field dependent, Field independent

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