THE RELATIONSHIP OF COGNITIVE STYLE AND SCAFFOLDING ON A MULTIPLE CHOICE VISUAL MATCHING TASK AND ASSESSMENT OF THE ZONE OF PROXIMAL DEVELOPMENT.
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Title
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THE RELATIONSHIP OF COGNITIVE STYLE AND SCAFFOLDING ON A MULTIPLE CHOICE VISUAL MATCHING TASK AND ASSESSMENT OF THE ZONE OF PROXIMAL DEVELOPMENT.
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Identifier
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AAI8801710
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identifier
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8801710
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Creator
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FARKAS, ERVI.
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Contributor
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Nicholas Anastasiow
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Date
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1987
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology
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Abstract
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Two areas of research suggest that the multiple choice format and response contingencies particularly disadvantage cognitively impulsive children. Thus, the validity of tests with multiple choice formats is impaired to the extent that these formats evoke the tendency to respond either impulsively or reflectively. Previous research dealing with the apparent disadvantage of impulsive children attempted to modify their cognitive style and make them more reflective. These efforts, however, have not always succeeded in reducing the numbers of errors for these children. Rather than focus on the child, this study focused on the collaboration of the child and his/her environment.;This study draws from several bodies of literature in order to examine how instruction can best support the child's cognitive style on a multiple choice task requiring visual matching, so that all children, regardless of cognitive style, function at their optimal level. In addition, this study extends the research of Brown and Campione and their associates regarding the predictability of dynamic and static measures relative to visual matching problems.;Subjects consisted of 62 kindergarteners. This study was run in four phases: (1) pretest, (2) training, (3) treatment conditions (high support vs. low support), and (4) posttests. All subjects were administered the Matching Familiar Figures Test (MFFT) and Vane Kindergarten Test (VKT), in order to provide a basis for equating subjects according to their initial level of ability. During the training phase, subjects received graduated prompts until they reached a criterion of solving three problems independently. The number of prompts given was their learning rate measure. The subjects were randomly assigned to one of two maintenance treatment groups. One group was given graduated prompts, while the other was not. During the posttest phase, the MFFT was readministered.;Contrary to expectations, there was no significant interaction effect between cognitive style and support condition. Dynamic measures were better predictors of MFFT posttest scores when compared to the static measures used. For both the high and low support groups, there was a significant increase in mean initial response times and a significant decrease in the total number of errors. Educational implications and suggestions for future research are discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Educational Psychology
