Field dependence-independence (FDI) cognitive style: The influence in memory tasks
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/2521 |
Resumo: | 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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Field dependence-independence (FDI) cognitive style: The influence in memory tasksCognitive Style FDICognitive processesMemoryLearningSchool performanceReflecting 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.2019-01-09T16:38:32Z2019-01-092018-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfPonte, F. E., & Costa-Lobo, C. (2018). Field dependence-independence (FDI) cognitive style: The influence in memory tasks. International Journal of Psychology and Neuroscience, 4(1), 9-33. Disponível no Repositório UPT, http://hdl.handle.net/11328/2521http://hdl.handle.net/11328/2521Ponte, F. E., & Costa-Lobo, C. (2018). Field dependence-independence (FDI) cognitive style: The influence in memory tasks. International Journal of Psychology and Neuroscience, 4(1), 9-33. Disponível no Repositório UPT, http://hdl.handle.net/11328/2521http://hdl.handle.net/11328/2521eng2183-5829https://neuropsyjournal.wordpress.com/issues/vol-4-2018-issue-1-jan-apr/http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessPonte, Filomena Ermida daCosta-Lobo, Cristinareponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:11:04Zoai:repositorio.upt.pt:11328/2521Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:40:54.842800Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
title |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
spellingShingle |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks Ponte, Filomena Ermida da Cognitive Style FDI Cognitive processes Memory Learning School performance |
title_short |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
title_full |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
title_fullStr |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
title_full_unstemmed |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
title_sort |
Field dependence-independence (FDI) cognitive style: The influence in memory tasks |
author |
Ponte, Filomena Ermida da |
author_facet |
Ponte, Filomena Ermida da Costa-Lobo, Cristina |
author_role |
author |
author2 |
Costa-Lobo, Cristina |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ponte, Filomena Ermida da Costa-Lobo, Cristina |
dc.subject.por.fl_str_mv |
Cognitive Style FDI Cognitive processes Memory Learning School performance |
topic |
Cognitive Style FDI Cognitive processes Memory Learning School performance |
description |
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. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-01-01T00:00:00Z 2019-01-09T16:38:32Z 2019-01-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
Ponte, F. E., & Costa-Lobo, C. (2018). Field dependence-independence (FDI) cognitive style: The influence in memory tasks. International Journal of Psychology and Neuroscience, 4(1), 9-33. Disponível no Repositório UPT, http://hdl.handle.net/11328/2521 http://hdl.handle.net/11328/2521 Ponte, F. E., & Costa-Lobo, C. (2018). Field dependence-independence (FDI) cognitive style: The influence in memory tasks. International Journal of Psychology and Neuroscience, 4(1), 9-33. Disponível no Repositório UPT, http://hdl.handle.net/11328/2521 http://hdl.handle.net/11328/2521 |
identifier_str_mv |
Ponte, F. E., & Costa-Lobo, C. (2018). Field dependence-independence (FDI) cognitive style: The influence in memory tasks. International Journal of Psychology and Neuroscience, 4(1), 9-33. Disponível no Repositório UPT, http://hdl.handle.net/11328/2521 |
url |
http://hdl.handle.net/11328/2521 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2183-5829 https://neuropsyjournal.wordpress.com/issues/vol-4-2018-issue-1-jan-apr/ |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134971483389952 |