Evaluating Cognitive Tempo in the Digital Age

Autor/in	Kenny, Robert
Titel	Evaluating Cognitive Tempo in the Digital Age
Quelle	In: Educational Technology Research and Development, 57 (2009) 1, S.45-60 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-007-9035-8
Schlagwörter	Comparative Analysis; Instructional Design; Conceptual Tempo; Influence of Technology; Psychometrics; Replication (Evaluation); Program Validation; Cognitive Style; Information Technology; Science and Society; Cognitive Processes; Technology Uses in Education; Matching Familiar Figures Test + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Psychometry; Psychometrie; Cognitive styles; Kognitiver Stil; Informationstechnologie; Cognitive process; Kognitiver Prozess; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10