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Cognitive mode and classroom behavior
Author(s) -
Stellern John,
Marlowe Mike,
Cossairt Ace
Publication year - 1984
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(198401)21:1<103::aid-pits2310210118>3.0.co;2-w
Subject(s) - psychology , cognition , checklist , cognitive style , lateralization of brain function , rating scale , developmental psychology , clinical psychology , cognitive psychology , psychiatry
The present study investigated the relationship between cognitive mode and classroom behavior. Seventy‐six randomly selected elementary students were administered the Adapted Children's Form of Your Style of Learning and Thinking (SOLAT) to obtain their left, right, and integrated hemisphere cognitive mode scores, and were also rated by their classroom teachers on the Walker Problem Behavior Identification Checklist (WPBIC) and an informal learning/behavior problem checklist. Subjects determined to have a predominant right hemisphere cognitive mode ( N = 38) scored significantly higher on the learning/behavior problem checklist and the WPBIC measures of acting‐out, withdrawal, distractibility, and total scale score than did subjects with a predominant left hemisphere cognitive mode ( N = 25) or a predominant integrated hemisphere cognitive mode ( N = 13). Correlations between the cognitive mode scores and the behavior rating measures revealed that the right hemisphere cognitive mode scores correlated positively and significantly with the learning/behavior problem checklist and WPBIC measures of acting‐out and distractibility, while integrated hemisphere cognitive mode scores correlated negatively and significantly with the learning/behavior problem checklist and the WPBIC measure of acting‐out. Implications of the findings are discussed relative to the left‐brained instructional practices of our educational system and the consequent learning/behavior problems experienced by students witha predominant right hemisphere cognitive mode.