[Field Independence-Dependence, Reflection-Impulsivity, and Problem-Solving Styles of Preschool Children.] Interim Report.

Autor/in	Keogh, Barbara
Institution	California Univ., Los Angeles. Early Childhood Research Center.
Titel	[Field Independence-Dependence, Reflection-Impulsivity, and Problem-Solving Styles of Preschool Children.] Interim Report.
Quelle	(1972), (5 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Processes; Conceptual Tempo; Overt Response; Perceptual Development; Preschool Children; Preschool Education; Problem Solving; Research Reports; Sex Differences; Verbal Communication; Embedded Figures Test; Matching Familiar Figures Test; Rod and Frame Test + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Wahrnehmungsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemlösen; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied
Abstract	Two Masters' theses, by Andrea Weiss and Melinda Welles, pursuing related questions were synthesized into a final report, "Field Independence-Dependence, Reflection-Impulsivity, and Problem-Solving Styles of Preschool Children," of which this interim report is a summary. The major purposes of both investigations were to determine: (1) whether individual differences in mode of perceptual organization and conceptual tempo are identifiable in preschool children using the instruments employed; and (2) if individual differences on these dimensions relate to problem-solving styles. Consistency of the field independence dependence continuum across the Rod and Frame, Embedded Figures Test, and Draw-A Person body articulation was discouraging, as few children met field independence dependence criteria for all three measures. Girls and field dependent subjects tended to be more "outerdirected" than did boys and field independent subjects in their approach to the task. Girls were consistently more verbal than were boys on problem-solving tasks, sex differences reaching statistical significance for the WISC Puzzle Game. These verbal patterns can be interpreted as problem-solving strategies or as a function of the task itself. Findings may provide insights to assessment and evaluation of individual children in school. A recommendation is reiterated that instructional systems and curriculum planning be designed to accommodate varying problem-solving styles. (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC