Cognitive Styles and Classroom Learning

Front Cover
Praeger, Jan 1, 1997 - Education - 184 pages
1 Review
Cognitive style theory suggests that individuals utilize different patterns in acquiring knowledge. This book describes various styles of processing information that are employed by children as they receive new information in various settings--especially in teaching/learning situations. Cognitive style is not an indication of one's level of intelligence, but a description of the unique strategies that learners employ in acquiring new information. This book describes individual differences that have been documented through scholarly investigations of cognitive styles, highlights philosophical and theoretical foundations of cognitive style concepts, and pinpoints implications for classroom practice. Researched concepts are interwoven with current issues such as "affirmative action" and public policy to promote ideas that assist with a better understanding of at-risk learners and troubled youth in general. Currently, the theory of "multiple intelligences" is receiving widespread acceptance. This book suggests that MI theory is merely a reframing of cognitive style theory. The book also details how some children diagnosed as "hyperactive" are improperly labeled.

From inside the book

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

Philosophical Foundations of Cognitive Style
9
Theoretical Foundations of Cognitive Style
35
Field Independent and Field Dependent
61
Copyright

5 other sections not shown

Common terms and phrases

References to this book

About the author (1997)

HARRY MORGAN is Professor of Early Childhood Education at The State University of West Georgia in Carrollton.

Bibliographic information