Please use this identifier to cite or link to this item: http://hdl.handle.net/11328/2521
Title: Field dependence - Independence (FDI) cognitive style: The influence in memory tasks
Authors: Ponte, Filomena Ermida da
Costa-Lobo, Cristina
Keywords: Cognitive Style FDI
Cognitive processes
Memory
Learning
School performance
Issue Date: 2018
Citation: Ponte, F. E., & Costa-Lobo, C. (2018). Field dependence - Independence (FDI) cognitive style: The influence in memory tasks. International Journal of Psychology and Neuroscience, 4(1), 9-33. Disponível no Repositório UPT, http://hdl.handle.net/11328/2521
Abstract: Reflecting the concerns arising from the professional teaching practice, in this study it is our intention to try to understand the differences of the students in their learning and school achievement. Whereas the predictive value of Cognitive Style FDI (Field Dependence-Independence) in the success or failure of schools, it was our goal to check if the subject with different cognitive styles feature differences in the performance in tests involving encoding processes, storage and retrieval of information. Our study sample consists of two groups of students with different age levels. The first group consists of (N = 98), 98 children aged 8 and 9 years of age, students of the 3rd and 4th years of schooling respectively; the second group comprises (N = 95), 95 teenagers aged between 13 and 14 years, students of 7 and 8 grades. Once evaluated the Cognitive Style FDI of the two groups, through the tests: "EFT" and "CEFT" respectively, teenagers and children, we proceed to the evaluation of Memory tasks. The instruments used were: (i) a copy of the Rey Complex Figure Test (memory test) and (ii) Spanish Verbal Learning Test-Complutense Children (SVLT-CC). We concluded that the differences between students in FD, intermediate and FI, at any age, don't relate to the amount of information retained or stored but with the differences in frequency of use of strategies of learning organization that do point out the differences in their learning processes.
URI: http://hdl.handle.net/11328/2521
ISSN: 2183-5829
Appears in Collections:INPP - Artigos em Revistas Internacionais / Papers in International Journals



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