Impulsive cognitive tempo in severe and mild learning disabled children

The purpose of the study was to compare the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task, which provides a measure of impulsivity during problem-solving tasks. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children, and severe LD were more impulsive than mild LD children. Impulsivity scores were correlated with reading achievement, indicating a relationship between problem-solving strategy and academic performance. Educational implications are discussed regarding the usefulness of the reflection-impulsivity dimension in the area of learning disabilities and the applicability of the MFF as a diagnostic and evaluative measure.     

论知识与创造力的关系

知识与创造力的关系比较复杂。张力观与地基观之争着重于知识的数量与创造力的关系,其实,知识的性质、组织方式以及知识如何被运用等都对创造活动有重要影响。知识的有效组织有助于个体快速有效地提取与加工信息,进而有利于创造活动。隐性知识可以激发个体的直觉和灵感,显性知识则帮助个体选择适当的信息。     

An investigation of the relationship between metacognition and mathematics achievement

The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance of mathematics achievement could be explained with metacognitive knowledge and skills.     

Evaluating cognitive tempo in the digital age

In recent years, considerable attention has been paid to the alleged changes in the ways the so-called digital generation communicates and learns. Most of the commentary has been based on anecdotes, observations and opinions. The lack of empirical evidence in this matter suggests that it may be time to begin the process of gathering data to confirm these views. At the forefront is the issue of which learner characteristics have changed, if any, and, accordingly, which evaluation tools are best suited to evaluate them. One mechanism found to be valid and reliable is the matching Familiar Figures Test (MFFT). Developed over thirty years ago to measure cognitive tempo on an impulsive-reflective axis, this instrument was subsequently adapted into a twenty-question version. Cairns and Cammock, the researchers who modified the original into the MFFT-20, published the results of several reliability studies to demonstrate its overall effectiveness. This preliminary study is an attempt to begin the empirical verification process of using cognitive tempo as a relevant assessment tool. Two groups of K-12 students from different eras were investigated to determine if comparing cognitive tempos between subjects who took the original MFFT-20 to those who live in the current media-centric society provides any insights as to possible differences in the visual cognitive processing skills and preferences. The results of the comparative analysis, along with possible implications for teachers and instructional designers are discussed.     

Relationship of children's conceptual tempo to problem solving and creativity

The present study examines the role of conceptual tempo in creativity and problem solving. It was hypothesized that reflective children would do well on tasks involving an evaluation component, while impulsive children would do well on typical creativity tasks. Measures of creativity, assessing fluency, flexibility, and originality, as well as measures of problem solving, stressing an evaluation component, were administered to 101 white suburban fifth-grade children. Using MFF scores, four groups were identified: reflectives, impulsives, fast-accurates, and slow-inaccurates. Results indicated no significant differences among the conceptual tempo groups on any of the creativity or problem-solving tasks. It is suggested that conceptual tempo may be less effective in predicting differences in some aspects of cognitive functioning at this age. Examination of this hypothesis with younger children is recommended.     

The effect of modifying the cognitive tempo of reading disabled children on reading comprehension

The present investigation was concerned with teaching poor readers to use a reflective cognitive style. It was hypothesized that such a strategy would facilitate the reading ability of poor readers. To test this hypothesis, approximately half the poor readers and half the average readers were divided into experimental and control groups. The experimental group of children was taught to delay their responses and to use more efficient search and scanning techniques. All groups were tested before and after training on the Matching Familiar Figures test and the Gates-MacGinitie Reading Test. Poor readers' vocabulary and comprehension scores and level of reflectivity improved following training. It was concluded that imposing slow reading strategies on impulsive children is an important factor in developing educational programs for children with reading disabilities and that teaching poor readers a reflective cognitive strategy may have important consequences on the child's reading performance.     

An exploration of the relationship between symbolic representation in dramatic play and art and the cognitive and reading readiness levels of kindergarten children

The purpose of this study was to explore the relationship between symbolic representation in dramatic play and art and the cognitive and reading readiness levels of kindergarten children. Specifically, the study attempted to determine if there is a significant difference in the performance of kindergarten children on the conservation of number tasks (reflective of the level of operational thought and cognitive development), the Metropolitan Reading Readiness Test, and their involvement and/or level of symbolic re resentation in dramatic play and/or art. Results indicated that children at diffrent cognitive levels (a) performed significantly differently on the Metropolitan Reading Readiness Test, (b) spent significantly different amounts of time involved in dramatic play, and (c) expressed significantly different levels of symbolic representations in dramatic play. No differences were found to exist, however, in their symbolic representation in art.     

The cognitive profile of creativity in design

The objective of the study was to explore the cognitive profile of creativity in design by applying a new approach to the assessment of creativity based on the theory of meaning (Kreitler & Kreitler). The assessment of meaning enables to identify cognitive processes that characterize an individual as well as those necessary for good performance of some cognitive act, such as creativity. It was hypothesized that creativity in design will include partly cognitive components identified in previous studies of creativity and partly new ones. The participants were 52 students in a school of design, who were administered a designing task and the Meaning Test, assessing a broad range of cognitive processes. The design products were assessed for creativity by three experienced architects. The cognitive processes, differentiating significantly between the students who produced highly creative designs and those who produced less creative ones, were interpreted as constituting the cognitive profile of creativity in design. The obtained profile supported the hypothesis and provided information about the cognitive processes of creativity in design, which may also be used for promoting creativity in design students.     

The relationship between affective and cognitive development in Down's Syndrome infants.

A close association between affective expression and cognitive development was demonstrated in a longitudinal study of 14 Down's syndrome infants. It was found that the Down's syndrome infants laughed to groups of stimulus items in the same order as did previous samples of normal infants. Although the process was delayed by several months, the retarded babies too laughed first at physically intrusive items and only later to items calling for greater cognitive sophistication. In addition, cognitive developmental status, assessed by the Bayley and Uzgiris-Hunt scales, paralleled and was predicted by the level of affective development. Predictive and concurrent correlations between Bayley mental scores and various indices of affectivity ranged from .68 to .92. There was striking individual consistency across affective, mental, and motor measures, suggesting the organized nature of retarded development. Finally, since Down's syndrome infants frequently smiled under conditions when normal babies would laugh, a role for tension production, in addition to cognitive factors, was suggested in accounting for the behavior of these infants.     

质疑教学与学生创新能力的培养

学贵有疑,疑则进.本文从善疑、巧问、自疑、争辩、互疑、讨论等多种质疑方法来激发学生的创新意识,锻炼学生的创新能力,形成教学相长,共同探讨的氛围.     

Experiential Learning in Social Science Theory: An investigation of the relationship between student enjoyment and learning

This paper provides an analysis of student experiences of an approach to teaching theory that integrates the teaching of theory and data analysis. The argument that supports this approach is that theory is most effectively taught by using empirical data in order to generate and test propositions and hypotheses, thereby emphasising the dialectic relationship between theory and data through experiential learning. Bachelor of Commerce students in two second-year substantive organisational theory subjects were introduced to this method of learning at a large, multi-campus Australian university. In this paper, we present a model that posits a relationship between students' perceptions of their learning, the enjoyment of the experience and expected future outcomes. The results of our evaluation reveal that a majority of students: ’ enjoyed this way of learning; ’ believed that the exercise assisted their learning of substantive theory, computing applications and the nature of survey data; and ’ felt that what they have learned could be applied elsewhere. We argue that this approach presents the potential to improve the way theory is taught by integrating theory, theory testing and theory development; moving away from teaching theory and analysis in discrete subjects; and, introducing iterative experiences in substantive subjects.     

关于溶度积与溶解度相互关系的探讨

药检专业无机化学教材 [全国中等卫生学校教材 (1- 3版 ) ]关于溶度积与溶解度的关系有如下结论 :“对同类型的难溶电解质 ,在相同温度下 ,溶度积越大 ,溶解度也越大 ,溶度积越小 ,溶解度也越小。”[1] 本文就其普遍性和考虑水解因素影响进行探讨     

The relationship between cognitive style and academic achievement

Field independent students are generally expected to perform better academically than those who are field dependent, and this is particularly marked in distance learning where students learn without the traditional support offered in conventional instruction. In this paper two studies of the relationship between field dependence and academic learning in the context of distance learning are reported with Bachelor of Health nursing students in Hong Kong. In both studies field independent nurses performed significantly better than field dependent ones. Some implications of these findings for distance learning are discussed.     

Sluggish cognitive tempo and impairment: The role of lifestyle factors

The purpose of this study was to assess whether sluggish cognitive tempo (SCT) behaviors were associated with a unique impairment profile for college students after accounting for lifestyle (sleep, substance use, health) and mental health factors (attention-deficit/hyperactivity disorder [ADHD], anxiety, depression). A general sample of 910 undergraduate students completed several measures via online survey. Most participants were female (64.9%) and were Caucasian (60.7%), with an average age of 19.41 years. Students who endorsed elevated SCT behaviors reported significantly more impairment compared to students who reported low levels of SCT behaviors. However, regression analyses suggested that SCT behaviors do not account for significant amounts of unique impairment after controlling for related mental health (ADHD, anxiety, depression) and lifestyle variables (sleep, health, substance use). The lack of impairment associated uniquely with SCT behaviors suggests that SCT may serve as a construct underlying many variables, rather than standing independently as a distinct disorder.