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Affective and associative qualities in the learning styles of Chicanos and Anglos
Author(s) -
Garza Raymond T.
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197801)15:1<111::aid-pits2310150121>3.0.co;2-y
Subject(s) - psychology , associative learning , consonant , style (visual arts) , ethnic group , learning styles , associative property , dimension (graph theory) , social psychology , cognitive psychology , developmental psychology , vowel , linguistics , anthropology , philosophy , mathematics , archaeology , sociology , pure mathematics , history
Abstract The role of affective and associative meaningfulness in the learning styles of Chicanos and Anglos was examined in the present study. Sixty‐four Chicano and Anglo undergraduates were compared on their learning of affectively and associatively assessed consonant‐vowel‐consonant trigrams. Chicanos did not differ from Anglos in their reliance on the affective relative to the associative dimension of meaningfulness in their learning style. However, Chicanos differed significantly from Anglos in affective learning style, manifesting a greater propensity to learn their liked materials more readily than their disliked materials. It was further found that while the performance of the two ethnic groups was comparable in the disliked condition, the Chicano subjects performed significantly better than the Anglo subjects in the liked condition. It is suggested that the intensified Chicano sensitivity to affective meaningfulness is consistent with their cultural concerns.