Field dependence - Independence (FDI) cognitive style: The influence in memory tasks

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Publication Details

Author list: Costa-Lobo, C., & Ponte, F. E.
Publication year: 2018
Journal: International Journal of Psychology and Neuroscience (2183-5829)
Volume number: 4
Issue number: 1
Start page: 9
End page: 33
Number of pages: 25
ISSN: 2183-5829
Languages: English-Great Britain (EN-GB)


Abstract

Reflecting the concerns arising from the professional teaching practice,
in this study it is our intention to try to understand the differences
of the students in their learning and school achievement. Whereas the
predictive value of Cognitive Style FDI (Field Dependence-Independence)
in the success or failure of schools, it was our goal to check if the
subject with different cognitive styles feature differences in the
performance in tests involving encoding processes, storage and retrieval
of information. Our study sample consists of two groups of students
with different age levels. The first group consists of (N = 98), 98
children aged 8 and 9 years of age, students of the 3rd and 4th years of
schooling respectively; the second group comprises (N = 95), 95
teenagers aged between 13 and 14 years, students of 7 and 8 grades. Once
evaluated the Cognitive Style FDI of the two groups, through the tests:
"EFT" and "CEFT" respectively, teenagers and children, we proceed to
the evaluation of Memory tasks. The instruments used were: (i) a copy of
the Rey Complex Figure Test (memory test) and (ii) Spanish Verbal
Learning Test-Complutense Children (SVLT-CC). We concluded that the
differences between students in FD, intermediate and FI, at any age,
don't relate to the amount of information retained or stored but with
the differences in frequency of use of strategies of learning
organization that do point out the differences in their learning
processes.


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Last updated on 2019-13-08 at 00:16