Cognitive Styles and Classroom Learning
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.
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Philosophical Foundations of Cognitive Style
Theoretical Foundations of Cognitive Style
Field Independent and Field Dependent
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academic activity adults African American Alain Locke analytical approach attention basic behavior Black brain Child Development childhood classroom teachers cognitive preferences cognitive style cognitive style theory common concept construct context critical cultural designed Developmental Developmental Psychology discourse discussed early Educational Psychology emerged environment example existential experiences field dependent field dependent learners frame Freud function gender Gestalt Gestalt psychology Howard University human hyperactive identified independent infant influence information processing interactions interest interpretation Isabel Briggs Myers issues Journal of Personality Kagan knowledge labeled learning Locke MBTI measure memory Motor Skills multicultural Myers-Briggs Type Indicator neurons object permanence objects organism perceived perception Perceptual and Motor performance perspective phenomenology philosophical preschool Press problem problem-solving Psychological Differentiation Psychology Reflection-Impulsivity relationship reported response role scanning scholarly scholars self-esteem social strategies structures studies suggested tasks teaching thought types University various White Witkin York young children youth