| Abstract: | Performed 2 experiments with 109 3rd graders. The 1st experiment investigated the relationship between cognitive style and the hypothesis-testing behavior children use in solving concept attainment problems. Field-independent (FI) and field-dependent (FD) Ss, as assessed by the Children's Embedded Figures Test, were administered concept attainment problems using a blank-trial methodology that closely examines how clearing proceeds. While both groups adopted a hypothesis-testing approach, only the performance of FI Ss coincided with a perfect focusing model. FD Ss did not process information efficiently; there were significant differences in coding, recoding, and retention of information. The 2nd experiment was designed to enhance the information processing of FD Ss by providing various stimulus aids. Consistent focusing was obtained in a treatment condition in which compound stimuli were disembedded into their component parts. (27 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
